Tobias Hagen
Biographic Data
| ID | 10099245 |
|---|---|
| NAME | Tobias Hagen |
| GIVEN NAMES | Tobias |
| FAMILY NAME | Hagen |
| SIGNATURE | HAGEN T |
| AFFILIATIONS | University of Cologne |
| ORCID | 0000-0002-5465-1568 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teachers’ emotional competence and students’ social integration
Introduction The Prosocial Classroom Model theorizes that teachers’ emotional competence influences student outcomes through indirect pathways, with teacher-student relationships representing one key mediating pathway. However, empirical evidence testing these specific mediation mechanisms for students’ social integration remains limited. Methods Using multilevel mediation analysis, we examined direct and indirect associations between teachers’ e…
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany
Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in other professions. High levels of stress amongst teachers also pose a risk for students, as this is associated with poorer teaching quality and lower learning success. Negative emotional responses to external stressors are decisive in the development of te…
Lern- und Verhaltensschwierigkeiten in der Schule
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
Tiers 1 and 2 of a German MTSS
Introduction The prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues o…
Do EU structural funds promote regional growth? New evidence from various panel data approaches
No prominent works on this page.
Do EU structural funds promote regional growth? New evidence from various panel data approaches
Lern- und Verhaltensschwierigkeiten in der Schule
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
Tiers 1 and 2 of a German MTSS
Introduction The prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues o…
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany
Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in other professions. High levels of stress amongst teachers also pose a risk for students, as this is associated with poorer teaching quality and lower learning success. Negative emotional responses to external stressors are decisive in the development of te…
Teachers’ emotional competence and students’ social integration
Introduction The Prosocial Classroom Model theorizes that teachers’ emotional competence influences student outcomes through indirect pathways, with teacher-student relationships representing one key mediating pathway. However, empirical evidence testing these specific mediation mechanisms for students’ social integration remains limited. Methods Using multilevel mediation analysis, we examined direct and indirect associations between teachers’ e…
Bullying, Victimization, and Aggression (2 works) · Communication in Education and Healthcare (2 works) · Context (archaeology) (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Psychology (2 works) · Behavioral and Psychological Studies (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Clinical Psychology (1 work) · Closeness (1 work)