Preservice teachers’ self-efficacy: predicting changes over the internship period through attributional styles and implicit theories of intelligence
Crossref DOI link: https://doi.org/10.1007/s35834-019-00254-2
Published Online: 2019-11-28
Published Print: 2019-12
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Ding, Kathrin http://orcid.org/0000-0001-7322-8645
Rohlfs, Carsten
Spinath, Birgit
Text and Data Mining valid from 2019-11-28
Version of Record valid from 2019-11-28
Article History
Received: 19 May 2019
Revised: 24 October 2019
Accepted: 12 November 2019
First Online: 28 November 2019