Carmen Nadja Hirt
Biographic Data
| ID | 6328245 |
|---|---|
| NAME | Carmen Nadja Hirt |
| GIVEN NAMES | Carmen Nadja |
| FAMILY NAME | Hirt |
| SIGNATURE | HIRT C N |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0001-6757-5384 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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…
Understanding the development of teachers’ self-efficacy to promote self-regulated learning
Teachers’ self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers’ prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secon…
One step ahead
Promoting students' self-regulated learning (SRL) is essential but rarely implemented in classrooms. Teachers' professional competencies as self-regulated learners and agents of SRL are crucial for effective implementation and, therefore, should be strengthened. This intervention study examines the impact of a multi-day SRL professional development (PD) program on fifty-four lower secondary teachers' SRL competencies and promotion. The results sh…
Teachers matter
Teachers’ motivation
Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expecta…
Teachers as learners and agents of self-regulated learning
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of met…
Teachers’ Professional Competences in Self-Regulated Learning
Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers'…
Gemeinsames Prüfen
Teachers as learners and agents of self-regulated learning
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of met…
Teachers’ motivation
Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expecta…
Gemeinsames Prüfen
Teachers’ Professional Competences in Self-Regulated Learning
Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers'…
Teachers’ motivation
Motivation is a key component of teachers’ professional competences in promoting students’ self-regulated learning (SRL). This study combines expectancy-value theory and SRL to explore the associations and interactions of teachers’ expectancies, values and costs in promoting SRL and metacognition. Two hundred and eighty teachers participated in this cross-sectional study. Latent structural regression and interaction analyses indicate that expecta…
Teachers as learners and agents of self-regulated learning
This study examines the extent to which teachers' competence aspects as self-regulated learners and agents of self-regulated learning (SRL) explain their self-reported and students' perceived promotion of metacognition. One hundred and eighty-five lower secondary school teachers participated in this study. The results reveal positive direct relationships between teachers' knowledge, self-efficacy, intrinsic interest value and the promotion of met…
Understanding the development of teachers’ self-efficacy to promote self-regulated learning
Teachers’ self-efficacy in promoting self-regulated learning (TSE-SRL) is pivotal for self-regulated learning (SRL) practices. This study investigated the effects of mastery and vicarious experiences as sources of self-efficacy within a professional development (PD) program on TSE-SRL. Additionally, the moderating role of teachers’ prior SRL experience, SRL mindsets and their own SRL skills was examined. The sample included fifty-four lower secon…
One step ahead
Promoting students' self-regulated learning (SRL) is essential but rarely implemented in classrooms. Teachers' professional competencies as self-regulated learners and agents of SRL are crucial for effective implementation and, therefore, should be strengthened. This intervention study examines the impact of a multi-day SRL professional development (PD) program on fifty-four lower secondary teachers' SRL competencies and promotion. The results sh…
Teachers matter
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…
Innovative Teaching and Learning Methods (6 works) · Mathematics education (6 works) · Psychology (6 works) · Pedagogy (5 works) · Social Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Cognition (3 works) · Metacognition (3 works) · Self-efficacy (3 works) · Self-regulated learning (3 works)