@article{SchulzSchoellgenFay2019,
  author    = {Schulz, Anika D. and Sch{\"o}llgen, Ina and Fay, Doris},
  title     = {The role of resources in the stressor-detachment model},
  series = {International journal of stress management},
  volume    = {26},
  journal   = {International journal of stress management},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {1072-5245},
  doi       = {10.1037/str0000100},
  pages     = {306 -- 314},
  year      = {2019},
  abstract  = {A recent extension of the stressor-detachment model holds that the path running from job stressors via psychological detachment to impairment of well-being is moderated by both personal and job resources (Sonnentag \& Fritz, 2015). The aim of the present study was to test this proposition by investigating the moderating role of one personal resource and one job resource (i.e., coworker social support and general self-efficacy, respectively) on the linkage between different job stressors (i.e., workload and role ambiguity), detachment, and well-being. Hypotheses were tested with structural equation modeling using data from a representative survey of the German workforce (N = 3,937 employees, M-age = 46.5 years, 47.5\% women). In agreement with previous findings, the results showed that psychological detachment mediated the negative effects of job stressors on well-being. Social support from coworkers buffered the mediation such that the conditional indirect effects of workload and role ambiguity on well-being via detachment were weaker at higher levels of support. General self-efficacy did not moderate the stressor-well-being linkage. These results imply that social support can be considered as a protective factor that helps employees maintain their well-being by alleviating the negative effects of job stressors on their ability to switch off mentally from work.},
  language  = {en}
}
@article{CelebiKraheSpoerer2014,
  author    = {Celebi, Christin and Krah{\´e}, Barbara and Sp{\"o}rer, Nadine},
  title     = {Strengthened for the teaching profession: promoting professional competencies in teacher training students},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  volume    = {28},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  number    = {3},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000128},
  pages     = {115 -- 126},
  year      = {2014},
  abstract  = {A quasi-experimental study with N = 293 participants studying toward a teaching degree examined the efficacy of the intervention program "Strengthened for the teaching profession". In a pre-, intermediate- and post-test control group design, three treatment conditions that focused (1) on their individual professional strengths, (2) professional weaknesses, or (3) a combination of strengths and weaknesses were compared to a no-treatment control condition. Both at intermediate test and at posttest, students in the three intervention conditions scored higher than students in the control group on measures of self-efficacy and professional self-regulation. The combined intervention condition was more successful at promoting professional self-efficacy and self-regulation than the intervention focusing either on strengths or relative weaknesses only. The implications of the findings for teacher training are discussed.},
  language  = {de}
}
@article{UrtonWilbertHennemann2015,
  author    = {Urton, Karolina and Wilbert, J{\"u}rgen and Hennemann, Thomas},
  title     = {Die Einstellung zur Integration und die Selbstwirksamkeit von Lehrkr{\"a}ften},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {62},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2015.art09d},
  pages     = {147 -- 157},
  year      = {2015},
  abstract  = {Die vorliegende Studie untersucht an einer Stichprobe integrativ t{\"a}tiger Grundschullehrkr{\"a}fte (N = 618) den Zusammenhang zwischen der individuellen und kollektiven Selbstwirksamkeit sowie den beruflichen Erfahrungen einerseits und der Einstellung zur Integration andererseits. Die Ergebnisse der Untersuchung zeigen, dass sich die Lehrerkollegien (N = 67) hinsichtlich der Einstellung zur Integration, der individuellen und kollektiven Selbstwirksamkeit sowie der beruflichen Erfahrung im Unterrichten von Kindern mit sonderp{\"a}dagogischem F{\"o}rderbedarf unterscheiden. Entsprechend unserer Annahmen zeigt sich in einer Mehrebenenanalyse eine bedeutsame Aufkl{\"a}rung der Varianz der Einstellung zur Integration durch die individuelle und kollektive Selbstwirksamkeit sowie die berufliche Erfahrung.},
  language  = {de}
}