教师感知的社交情感能力：多维度检查以及与领导实践、承诺和情感疲惫的联系

Abstract There is growing attention to the importance of teachers’ social-emotional capability beliefs. However, existing research has generally been narrow in how it operationalizes these constructs. This study sought to advance knowledge of a social-emotional capability belief, perceived social-emotional competence (PSEC), comprising five dimensions: perceived competence for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness. Specifically, the five PSEC dimensions were examined in relation to two hypothesized predictors, autonomy-supportive and autonomy-