Nicola-Hans Schwarzer
Biographic Data
| ID | 6244567 |
|---|---|
| NAME | Nicola-Hans Schwarzer |
| GIVEN NAMES | Nicola-Hans |
| FAMILY NAME | Schwarzer |
| SIGNATURE | SCHWARZER N |
| AFFILIATIONS | Heidelberg University of Education |
| ORCID | 0000-0003-4864-2283 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Unraveling stress and competence
The semester internship is a critical component of teacher education in Germany, offering valuable professional development opportunities. While previous research has explored the relationship between stress and competence development in general education teacher training, little is known about this interplay among pre-service special education teachers working with students with emotionally and behaviourally difficulties (EBD). This study examin…
Beyond self-regulation
This exploratory study examined the interplay between self‐regulation, uncertainty in mentalizing, and pedagogical competence in novice special education teachers. Drawing on conceptual frameworks highlighting the importance of adaptive self‐regulation for effective teaching, the study also investigated whether impaired mentalizing independently affects pedagogical performance. A sample of 707 novice teachers in special needs education completed …
Is motivation the key? Linking motivational orientations and mental health among novice special education teachers
Beliefs about inclusive teaching, motivation, and self-efficacy among preservice teacher candidates in the second phase of teacher education in Germany
Mentalizing as a Predictor of Well-Being and Emotion Regulation
Background: In recent years, mentalizing - the capacity to understand one's own and others' intentional mental states in social contexts - has been considered to be a protective capacity that enables adaptive processing of stress-related emotional arousal, benefits general well-being and underpins adaptive emotion regulation. Objective: Several studies using cross-sectional research designs have demonstrated the potential health-promoting effect …
Linking mentalizing capacity, shame, and depressive symptoms in the context of childhood maltreatment
Experiences of childhood maltreatment have been shown to be a crucial predictor of depressive symptoms. This study investigated the association between a history of maltreatment and depressive symptoms in a mixed sample of adults, exploring whether feelings of shame and impairments in mentalizing mediate this association and potentially represent health-affecting factors associated with an increase in depressive symptoms. Further, the association…
The relationship between global distress, mentalizing and well-being in a German teacher sample
Many studies have linked global distress including higher psychological symptom severity and high levels of stress with low levels of well-being among teachers, indicating a need to identify and empirically evaluate protective factors. Mentalizing—the capacity to understand behavior in terms of intentional mental states—may be a candidate protective factor to mediate this association, enhancing well-being in the face of high levels of global dist…
The role of teachers in the bullying involvement of students with emotional and behavioral difficulties
Mentalizing and emotion regulation
Theoretical conceptualizations of mentalizing postulate a close relationship between the ability to mentalize and the regulation of emotional states. The former is viewed as a key process to modulate the latter, with the origins of the link between the two established in early attachment relationships. However, there is a lack of research testing this association empirically. In the present cross-sectional study, the hypothesis of a positive rela…
Self-Rated Mentalizing Mediates the Relationship Between Stress and Coping in a Non-Clinical Sample
Findings confirm the hypothesis that mentalizing may represent a coping resource within a resilience framework. An implementation of the concept in preventive mental health interventions is discussed
No prominent works on this page.
Mentalizing and emotion regulation
Theoretical conceptualizations of mentalizing postulate a close relationship between the ability to mentalize and the regulation of emotional states. The former is viewed as a key process to modulate the latter, with the origins of the link between the two established in early attachment relationships. However, there is a lack of research testing this association empirically. In the present cross-sectional study, the hypothesis of a positive rela…
Self-Rated Mentalizing Mediates the Relationship Between Stress and Coping in a Non-Clinical Sample
Findings confirm the hypothesis that mentalizing may represent a coping resource within a resilience framework. An implementation of the concept in preventive mental health interventions is discussed
The relationship between global distress, mentalizing and well-being in a German teacher sample
Many studies have linked global distress including higher psychological symptom severity and high levels of stress with low levels of well-being among teachers, indicating a need to identify and empirically evaluate protective factors. Mentalizing—the capacity to understand behavior in terms of intentional mental states—may be a candidate protective factor to mediate this association, enhancing well-being in the face of high levels of global dist…
The role of teachers in the bullying involvement of students with emotional and behavioral difficulties
Mentalizing as a Predictor of Well-Being and Emotion Regulation
Background: In recent years, mentalizing - the capacity to understand one's own and others' intentional mental states in social contexts - has been considered to be a protective capacity that enables adaptive processing of stress-related emotional arousal, benefits general well-being and underpins adaptive emotion regulation. Objective: Several studies using cross-sectional research designs have demonstrated the potential health-promoting effect …
Linking mentalizing capacity, shame, and depressive symptoms in the context of childhood maltreatment
Experiences of childhood maltreatment have been shown to be a crucial predictor of depressive symptoms. This study investigated the association between a history of maltreatment and depressive symptoms in a mixed sample of adults, exploring whether feelings of shame and impairments in mentalizing mediate this association and potentially represent health-affecting factors associated with an increase in depressive symptoms. Further, the association…
Beliefs about inclusive teaching, motivation, and self-efficacy among preservice teacher candidates in the second phase of teacher education in Germany
Unraveling stress and competence
The semester internship is a critical component of teacher education in Germany, offering valuable professional development opportunities. While previous research has explored the relationship between stress and competence development in general education teacher training, little is known about this interplay among pre-service special education teachers working with students with emotionally and behaviourally difficulties (EBD). This study examin…
Beyond self-regulation
This exploratory study examined the interplay between self‐regulation, uncertainty in mentalizing, and pedagogical competence in novice special education teachers. Drawing on conceptual frameworks highlighting the importance of adaptive self‐regulation for effective teaching, the study also investigated whether impaired mentalizing independently affects pedagogical performance. A sample of 707 novice teachers in special needs education completed …
Is motivation the key? Linking motivational orientations and mental health among novice special education teachers
Developmental psychology (6 works) · Mentalization (6 works) · Psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Clinical Psychology (4 works) · Personality Disorders and Psychopathology (4 works) · Psychotherapist (4 works) · Special education (4 works) · Clinical Psychology (3 works) · Higher education (3 works)