@article{WarschburgerKuhne2014,
  author    = {Warschburger, Petra and Kuhne, Daniela},
  title     = {Psychosocial determinants of quality of life in parents of obese children seeking inpatient treatment},
  series = {Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation},
  volume    = {23},
  journal   = {Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation},
  number    = {7},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0962-9343},
  doi       = {10.1007/s11136-014-0659-y},
  pages     = {1985 -- 1995},
  year      = {2014},
  abstract  = {To examine and identify predictors of parental health-related quality of life (HRQoL) in a sample of obese and very obese children participating in an inpatient program for treating obesity.},
  language  = {en}
}
@article{SchiefeleSchaffner2015,
  author    = {Schiefele, Ulrich and Schaffner, Ellen},
  title     = {Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation},
  series = {Contemporary educational psychology},
  volume    = {42},
  journal   = {Contemporary educational psychology},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0361-476X},
  doi       = {10.1016/j.cedpsych.2015.06.005},
  pages     = {159 -- 171},
  year      = {2015},
  abstract  = {This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. (C) 2015 Elsevier Inc. All rights reserved.},
  language  = {en}
}
@article{EkatushabeKwarikundaMuwongeetal.2021,
  author    = {Ekatushabe, Margaret and Kwarikunda, Diana and Muwonge, Charles Magoba and Ssenyonga, Joseph and Schiefele, Ulrich},
  title     = {Relations between perceived teacher's autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students},
  series = {International journal of STEM education},
  volume    = {8},
  journal   = {International journal of STEM education},
  number    = {1},
  publisher = {SpringerOpen},
  address   = {Berlin ; Heidelberg [u.a.]},
  issn      = {2196-7822},
  doi       = {10.1186/s40594-021-00272-5},
  pages     = {15},
  year      = {2021},
  abstract  = {Background Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students' reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56\% females) randomly selected 9(th) grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results Data collected from students' self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (beta = - .10, p < .05) and task value (beta = - .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (beta = - .34, p < .001). Conclusion These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students' beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.},
  language  = {en}
}
@article{RichterLucksnatReddingetal.2022,
  author    = {Richter, Eric and Lucksnat, Christin and Redding, Christopher and Richter, Dirk},
  title     = {Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching},
  series = {Teaching and Teacher Education},
  volume    = {114},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2022.103704},
  pages     = {11},
  year      = {2022},
  abstract  = {In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages.},
  language  = {en}
}