A mixed-methods inquiry into teacher authenticity, psychological capital, identity, and engagement using critical case analysis.

Xiong L, Liu Y, Wei Z

DOI: 10.3389/fpsyg.2026.1830411
Published: 2026
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1830411,
  title = {A mixed-methods inquiry into teacher authenticity, psychological capital, identity, and engagement using critical case analysis.},
  author = {Xiong L and Liu Y and Wei Z},
  year = {2026},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2026.1830411},
  url = {https://doi.org/10.3389/fpsyg.2026.1830411}
}

RIS

TY  - JOUR
TI  - A mixed-methods inquiry into teacher authenticity, psychological capital, identity, and engagement using critical case analysis.
AU  - Xiong L
AU  - Liu Y
AU  - Wei Z
PY  - 2026
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2026.1830411
UR  - https://doi.org/10.3389/fpsyg.2026.1830411
ER  -

APA

L, X., Y, L., & Z, W. (2026). A mixed-methods inquiry into teacher authenticity, psychological capital, identity, and engagement using critical case analysis.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1830411

Source records

pubmed · retrieved 2026-09-25T20:55:26.975Z