Roger Keller
Biographic Data
| ID | 6158169 |
|---|---|
| NAME | Roger Keller |
| GIVEN NAMES | Roger |
| FAMILY NAME | Keller |
| SIGNATURE | KELLER R |
| AFFILIATIONS | Zurich University of Teacher Education |
| ORCID | 0000-0002-5149-6945 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Empowering early-career researchers for science-policy engagement in biodiversity conservation
Biodiversity loss is a central dimension of the triple planetary crisis and underscores the need for stronger science-policy engagement to support transformative change. Early-career researchers (ECRs) can make important contributions at the biodiversity science-policy interface but often face barriers, including limited training, networks, time, resources, and institutional recognition. This Brief Report draws on insights from a two-day capacity…
Psychometric properties of the Resilience Scale for Adults (RSA)
Resilience refers to the ability to adapt and recover from adversity, influenced by intrapersonal and social factors. Given the prevalence of mental health problems, understanding and accurately measuring resilience in diverse populations has become a pressing priority in health and clinical psychology. The Resilience Scale for Adults (RSA) is widely used to assess protective factors. Although several cross-cultural studies have supported the RSA…
Exploring the personal sphere of transformative change in researchers and stakeholders working on nature
Conserving and sustainably using nature requires transformative change, i.e. a fundamental reorganization of the current social-ecological system and its underlying values. Studies about transformative change increasingly emphasize the importance of the inner world, since it is considered to contain the most transformative leverage points for system change, but more research is needed. This paper explores the inner worlds of a group of Western co…
Satisfying the Need for Relatedness Among Teachers
The satisfaction of teachers’ need for relatedness is an important pre-condition for teachers’ wellbeing. Receiving social support plays an important role in satisfying the need for relatedness. Following job crafting theory, the present study aims to examine (1) whether searching for social support results in an increase in the satisfaction of the need for relatedness and (2) whether this effect is mediated by an increase of received social supp…
Basic Motor Competencies of (Pre)School Children
In (pre)school, children acquire and deepen their basic motor competencies (BMCs) and interact with peers and friends. BMCs are a central developmental goal in childhood and the prerequisite for participation in sportive aspects of social life. Both motor competencies and social integration are linked to children's health-related quality of life (HRQoL). The aim of the present study was to describe the connection between BMCs, social relationship…
School principals’ social support and teachers’ basic need satisfaction
Many teachers report high levels of occupational stress. Teachers' basic need satisfaction is essential for teachers' well-being at work. Social support from school principals is assumed to play an important role for teachers' basic need satisfaction. However, the underlying mechanisms of the relationship between social support from school principals and teachers' basic need satisfaction are mostly unknown. Previous research suggests that job dem…
Dual-Focused Transformational Leadership, Teachers’ Satisfaction of the Need for Relatedness, and the Mediating Role of Social Support
Basic psychological need satisfaction is essential for the wellbeing of teachers and motivation at work. Transformational leadership contributes to the development and maintenance of a respectful, constructive atmosphere, a supportive working climate, and has been suggested to be a crucial factor for the satisfaction of the need for relatedness of employees. Transformational leadership is also considered as an ideal leadership style in the school…
Age-Specific Life Skills Education in School
Strengthening life skills is a popular approach for prevention and health promotion in schools. It aims to empower students to deal effectively with the demands of everyday life by improving self-regulation, making informed decisions, and building supportive social relationships. By addressing various health-related topics such as friendship, sexuality, violence, or substance use, life skills education has the potential not only to teach students…
Satisfaction With the Collaboration Between Families and Schools – The Parent’s View
Families and schools are two of the central living environments of children. Their collaboration is therefore seen as an important factor in education, having a high impact on learning outcomes, motivation, and children’s health. Nevertheless, current research also shows potential tensions in the educational partnership of families and schools, as different opinions and expectations about goals, competences and roles in education can result in co…
Connection between Social Relationships and Basic Motor Competencies in Early Childhood
In preschool, children build new contacts and social relationships with other people. They learn to cooperate with their peers and communicate in groups. In addition to social relationships, basic motor competencies (in German: Motorische Basiskompetenzen (MOBAK)) are also seen as a central developmental goal in early childhood and are necessary for participation in the culture of sports and movement. The aim of this paper is to describe the conn…
Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal
Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based …
Integrating landscape services into policy and practice – a case study from Switzerland
Like ecosystems, landscapes provide vital services to people. However, often those services are not or only partly incorporated into landscape policy. This applied research project explores how stakeholders in landscape policy work with a Landscape Services (LS) approach. Our LS definition builds upon the Ecosystem Services (ES) definition and includes four LS with high relevance to Switzerland. We explicitly use the term ‘landscape’ instead of ‘…
Where do Ipbes delegates in Europe see challenges, needs, gaps and opportunities in policy uptake of “Nature’s contributions to people”
This research note illustrates how European national delegates to the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) perceive the challenges, needs, gaps and opportunities related to the policy implementation of “Nature’s contributions to people (NCP)” in their nation. Until now, only little information has been available on how IPBES delegations perceive national policy-uptake and the implementation of the IPBES core c…
Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal
Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based …
Where do Ipbes delegates in Europe see challenges, needs, gaps and opportunities in policy uptake of “Nature’s contributions to people”
This research note illustrates how European national delegates to the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) perceive the challenges, needs, gaps and opportunities related to the policy implementation of “Nature’s contributions to people (NCP)” in their nation. Until now, only little information has been available on how IPBES delegations perceive national policy-uptake and the implementation of the IPBES core c…
Integrating landscape services into policy and practice – a case study from Switzerland
Like ecosystems, landscapes provide vital services to people. However, often those services are not or only partly incorporated into landscape policy. This applied research project explores how stakeholders in landscape policy work with a Landscape Services (LS) approach. Our LS definition builds upon the Ecosystem Services (ES) definition and includes four LS with high relevance to Switzerland. We explicitly use the term ‘landscape’ instead of ‘…
Where do Ipbes delegates in Europe see challenges, needs, gaps and opportunities in policy uptake of “Nature’s contributions to people”
This research note illustrates how European national delegates to the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) perceive the challenges, needs, gaps and opportunities related to the policy implementation of “Nature’s contributions to people (NCP)” in their nation. Until now, only little information has been available on how IPBES delegations perceive national policy-uptake and the implementation of the IPBES core c…
Integrating landscape services into policy and practice – a case study from Switzerland
Like ecosystems, landscapes provide vital services to people. However, often those services are not or only partly incorporated into landscape policy. This applied research project explores how stakeholders in landscape policy work with a Landscape Services (LS) approach. Our LS definition builds upon the Ecosystem Services (ES) definition and includes four LS with high relevance to Switzerland. We explicitly use the term ‘landscape’ instead of ‘…
Dual-Focused Transformational Leadership, Teachers’ Satisfaction of the Need for Relatedness, and the Mediating Role of Social Support
Basic psychological need satisfaction is essential for the wellbeing of teachers and motivation at work. Transformational leadership contributes to the development and maintenance of a respectful, constructive atmosphere, a supportive working climate, and has been suggested to be a crucial factor for the satisfaction of the need for relatedness of employees. Transformational leadership is also considered as an ideal leadership style in the school…
Age-Specific Life Skills Education in School
Strengthening life skills is a popular approach for prevention and health promotion in schools. It aims to empower students to deal effectively with the demands of everyday life by improving self-regulation, making informed decisions, and building supportive social relationships. By addressing various health-related topics such as friendship, sexuality, violence, or substance use, life skills education has the potential not only to teach students…
Satisfaction With the Collaboration Between Families and Schools – The Parent’s View
Families and schools are two of the central living environments of children. Their collaboration is therefore seen as an important factor in education, having a high impact on learning outcomes, motivation, and children’s health. Nevertheless, current research also shows potential tensions in the educational partnership of families and schools, as different opinions and expectations about goals, competences and roles in education can result in co…
Connection between Social Relationships and Basic Motor Competencies in Early Childhood
In preschool, children build new contacts and social relationships with other people. They learn to cooperate with their peers and communicate in groups. In addition to social relationships, basic motor competencies (in German: Motorische Basiskompetenzen (MOBAK)) are also seen as a central developmental goal in early childhood and are necessary for participation in the culture of sports and movement. The aim of this paper is to describe the conn…
Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal
Many teachers experience high levels of work-related strain due to time pressure, which over time can lead to various health problems, such as emotional exhaustion. However, there is growing evidence that this could be a reciprocal effect. Moreover, it is known that perceived social support can buffer the negative effects of stress, such as time pressure, on health outcomes. Less is known about buffering effects of received social support. Based …
Satisfying the Need for Relatedness Among Teachers
The satisfaction of teachers’ need for relatedness is an important pre-condition for teachers’ wellbeing. Receiving social support plays an important role in satisfying the need for relatedness. Following job crafting theory, the present study aims to examine (1) whether searching for social support results in an increase in the satisfaction of the need for relatedness and (2) whether this effect is mediated by an increase of received social supp…
Basic Motor Competencies of (Pre)School Children
In (pre)school, children acquire and deepen their basic motor competencies (BMCs) and interact with peers and friends. BMCs are a central developmental goal in childhood and the prerequisite for participation in sportive aspects of social life. Both motor competencies and social integration are linked to children's health-related quality of life (HRQoL). The aim of the present study was to describe the connection between BMCs, social relationship…
School principals’ social support and teachers’ basic need satisfaction
Many teachers report high levels of occupational stress. Teachers' basic need satisfaction is essential for teachers' well-being at work. Social support from school principals is assumed to play an important role for teachers' basic need satisfaction. However, the underlying mechanisms of the relationship between social support from school principals and teachers' basic need satisfaction are mostly unknown. Previous research suggests that job dem…
Exploring the personal sphere of transformative change in researchers and stakeholders working on nature
Conserving and sustainably using nature requires transformative change, i.e. a fundamental reorganization of the current social-ecological system and its underlying values. Studies about transformative change increasingly emphasize the importance of the inner world, since it is considered to contain the most transformative leverage points for system change, but more research is needed. This paper explores the inner worlds of a group of Western co…
Empowering early-career researchers for science-policy engagement in biodiversity conservation
Biodiversity loss is a central dimension of the triple planetary crisis and underscores the need for stronger science-policy engagement to support transformative change. Early-career researchers (ECRs) can make important contributions at the biodiversity science-policy interface but often face barriers, including limited training, networks, time, resources, and institutional recognition. This Brief Report draws on insights from a two-day capacity…
Psychometric properties of the Resilience Scale for Adults (RSA)
Resilience refers to the ability to adapt and recover from adversity, influenced by intrapersonal and social factors. Given the prevalence of mental health problems, understanding and accurately measuring resilience in diverse populations has become a pressing priority in health and clinical psychology. The Resilience Scale for Adults (RSA) is widely used to assess protective factors. Although several cross-cultural studies have supported the RSA…
Psychology (7 works) · Social Psychology (6 works) · Developmental psychology (4 works) · Job Satisfaction and Organizational Behavior (4 works) · Pedagogy (4 works) · Political science (4 works) · Computer Science (3 works) · Job satisfaction (3 works) · Motivation and Self-Concept in Sports (3 works) · Social Psychology (3 works)