ReviewFrontiers in psychology2022
The Role of Motivation and Commitment in Teachers' Professional Identity.
Review in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- From belief to identity: teacher resilience as a mediating mechanism between growth mindset and professional identity among EFL student teachers.Frontiers in psychology · 2026Article
- A conceptual analysis of facilitation to improve clinical outcomes in critical care units.International journal of nursing sciences · 2024Review
- Article
- Article
- Educational performance between the human resource's theoretical paradigm and the practical mentality. Analysis at the European level.Frontiers in psychology · 2022Article
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Authors and funding
1 author.
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Abstract
Teachers' professional identity is a feature of an educator that must be planned in an extended, steady, and continuing procedure and typically forms in any particular academic and social setting. As the education profession is largely stressful, it calls for consistent commitment and also motivation to help alleviate the difficulties. Indeed, the educators' efficiency and effectiveness are mediated by these constructs to both school problems as well as the teaching work as a whole. Besides multiple factors affecting teachers' professional identity, commitment and motivation have important functions that are addressed by this mini-review of literature. Briefly, several implications are proposed for the EFL instructional recipients.
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