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Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers

Crossref DOI link: https://doi.org/10.1007/s11218-024-09951-x

Published Online: 2024-09-18

Published Print: 2024-12

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Muehlbacher, Franziska https://orcid.org/0000-0002-4190-2049
Mejeh, Mathias https://orcid.org/0000-0003-4923-8936
Keller, Melanie M. https://orcid.org/0000-0003-0877-9779
Hagenauer, Gerda https://orcid.org/0000-0002-0508-2848
Funding

Funding for this research was provided by:

Paris Lodron University of Salzburg
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Article History

Received: 9 February 2024

Accepted: 29 July 2024

First Online: 18 September 2024

Declarations

:

: The work presented in this paper was conducted per The Code of Ethics of the World Medical Association (Declaration of Helsinki) for research involving human participants and in accordance with the APA ethical standards. All participants provided their written informed consent per the Declaration of Helsinki, approved the processing of their data in advance and regularly throughout the study, and could terminate their participation at any time without justification. The study was permitted by the ethics committee of the University of Salzburg (approval number: 17/2022).

: The authors report there are no competing interests to declare.

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