Early teacher identity, social empathy, and inclusive efficacy: a PLS-SEM investigation among pre-service teachers

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dc.contributor.authorSağlık, Zehra Yaşar
dc.contributor.authorAKGÜL ESRA
dc.date.accessioned2026-10-15T04:00:37Z
dc.date.issued2026
dc.descriptionSSCI | Uluslararası | Özgün Makale | YÖK-Özgeçmiş
dc.identifier.doi10.3389/fpsyg.2026.1854575
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/20.500.11782/9987
dc.language.isotr
dc.relation.ispartofFrontiers in Psychology
dc.relation.urihttps://doi.org/10.3389/fpsyg.2026.1854575
dc.titleEarly teacher identity, social empathy, and inclusive efficacy: a PLS-SEM investigation among pre-service teachers
dc.typeArticle
dspace.entity.typePublication
hku.portal.eseriddoi:10.3389/fpsyg.2026.1854575
hku.yoksis.yayinid10357655
hku.yoksis.yayinid10359602
oaire.citation.volume17
relation.isAuthorOfPublication7514885e-defc-4ff5-96fb-9351ce4e817d
relation.isAuthorOfPublication.latestForDiscovery7514885e-defc-4ff5-96fb-9351ce4e817d

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