Teachers’ social competencies, occupational health, and personal well-being are associated with their use of snark in the classroom
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11218-024-09940-0.pdf
Reference86 articles.
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2. Averbeck, J. M. (2013). Comparisons of ironic and sarcastic arguments in terms of appropriateness and effectiveness in personal relationships. Argumentation and Advocacy, 50(1), 47–57. https://doi.org/10.1080/00028533.2013.11821809
3. Banerjee, N., Stearns, E., Moller, S., & Mickelson, R. A. (2017). Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools. American Journal of Education, 123(2), 203–241. https://doi.org/10.1086/689932
4. Barber, L. K., Grawitch, M. J., Carson, R. L., & Tsouloupas, C. N. (2011). Costs and benefits of supportive versus disciplinary emotion regulation strategies in teachers. Stress and Health, 27(3), e173-e187. https://doi.org/10.1002/smi.1357
5. Bergold, S., & Steinmayr, R. (2023). Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction. Journal of Educational Psychology, 115(4), 642–664. https://doi.org/10.1037/edu0000786
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