Social-Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project.
- DOI
- 10.3390/bs15111511
- Published
- 2025 Nov 7
- Container
- Behavioral sciences (Basel, Switzerland)
- Publisher
- Not recorded
- Open access
- yes
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Cite this work
BibTeX
@article{allodium:10.3390/bs15111511,
title = {Social-Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project.},
author = {Hövel DC and Röösli P and Jurkic A and Nideröst M and Link PC and Sticca F},
year = {2025},
journal = {Behavioral sciences (Basel, Switzerland)},
doi = {10.3390/bs15111511},
url = {https://doi.org/10.3390/bs15111511}
}RIS
TY - JOUR TI - Social-Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project. AU - Hövel DC AU - Röösli P AU - Jurkic A AU - Nideröst M AU - Link PC AU - Sticca F PY - 2025 JO - Behavioral sciences (Basel, Switzerland) DO - 10.3390/bs15111511 UR - https://doi.org/10.3390/bs15111511 ER -
APA
DC, H., P, R., A, J., M, N., PC, L., & F, S. (2025). Social-Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project.. Behavioral sciences (Basel, Switzerland). https://doi.org/10.3390/bs15111511
Source records
- pubmed · retrieved 2026-09-26T12:52:12.480Z