Skip to main content
SpringerLink
Log in

Teaching interactive practices and burnout: a study on Italian teachers

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

The purpose of the present study was to analyse the role played by teaching interactive practices (measured through a self-report Likert scale) in predicting teacher burnout, after controlling for school grade (primary vs. secondary school) and teaching experience. Participants were 282 Italian teachers equally distributed between primary and secondary schools. Teaching interactive practices were investigated through a purpose-built questionnaire concerning teacher- versus student-centred practices. Burnout was studied using the Maslach Burnout Inventory in its three-dimensional—Emotional Exhaustion, Low Personal Accomplishment and Depersonalization—Italian version. An explorative factor analysis on the questionnaire displayed three dimensions of teaching practices, namely student-centred practices focused on flexibility, student-centred practices focused on participation and teacher-centred practices. The main results showed that, irrespective of school grade and teaching experience, the adoption of interactive practices favouring students’ participation negatively predicted burnout; on the contrary, teacher-centred practices and flexibility positively predicted it. The result implications for educational processes and teacher training are discussed in the conclusion.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. At first, the scale comprised 35 items. However, after a series of analyses carried out in a pilot study, we excluded the items showing low loadings and communalities.

  2. The personal accomplishment scale of the MBI included only positively worded items, which were subsequently reversed in order to evaluate a low sense of personal accomplishment (Simbula and Guglielmi 2010).

  3. In order to dichotomise the variable teaching experience, we chose the median value of the years of teaching, which corresponded to 8. We then assigned the value 0 to teachers with 1 to 8 years of experience (50.4 %), and the value 1 to the other teachers.

References

  • Aguayo, R., Pecino, C. V., de la Fuente Solana, E. I., & Fernández, L. M. L. (2011). A meta-analytic reliability generalization study of the Maslach Burnout Inventory. International Journal of Clinical and Health Psychology, 11(2), 343–361.

    Google Scholar 

  • Aguiar, O. G., Mortimer, E. F., & Scott, P. (2010). Learning from and responding to students’ questions: the authoritative and dialogic tension. Journal of Research in Science Teaching, 47(2), 174–193.

    Google Scholar 

  • Alexander, R. J. (2001). Culture and pedagogy: international comparisons in primary education. Oxford: Blackwell.

    Google Scholar 

  • Alexander, R. J. (2006). Towards dialogic teaching: rethinking classroom talk. NewYork: Dialogos.

    Google Scholar 

  • Alexander, R. J. (2008). Essays on pedagogy. London: Routledge.

    Google Scholar 

  • Allen, J., Gregory, A., i Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Research into practice. School Psychology Review, 42(1), 76–98.

    Google Scholar 

  • Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44.

    Article  Google Scholar 

  • Aydogan, I., Dogan, A. A., & Bauram, N. (2009). Burnout among Turkish high school teachers working in Turkey and abroad: a comparative study. Electronic Journal of Research in Education Psychology, 7, 1249–2095.

    Google Scholar 

  • Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260.

    Article  Google Scholar 

  • Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.

    Article  Google Scholar 

  • Ballet, K., & Kelchtermans, G. (2009). Struggling with workload: primary teachers’ experience of intensification. Teaching and Teacher Education, 25(8), 1150–1157.

    Article  Google Scholar 

  • Bataineh, O. (2009). Sources of social support among special education teachers in Jordan and their relationship to burnout. International Education, 39, 65–78.

    Google Scholar 

  • Betoret, F. D., & Artiga, A. G. (2010). Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout. The Spanish Journal of Psychology, 13(02), 637–654.

    Article  Google Scholar 

  • Boles, J. S., Dean, D. H., Ricks, J. M., Short, J. C., & Guangping, W. (2000). The dimensionality of the Maslach Burnout Inventory across small business owners and educators. Journal of Vocational Behaviour, 56, 12–34.

    Article  Google Scholar 

  • Brocato, K. (2009). Studio based learning: proposing, critiquing, iterating our way to person-centeredness for better classroom management. Theory into Practice, 48(2), 138–146.

    Article  Google Scholar 

  • Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 35–49.

    Article  Google Scholar 

  • Buty, C., & Mortimer, E. F. (2008). Dialogic/authoritative discourse and modelling in a high school teaching sequence on optics. International Journal of Science Education, 30(12), 1635–1660.

    Article  Google Scholar 

  • Candela, A. (1998). Students’ power in classroom discourse. Linguistics and Education, 10(2), 139–163.

    Article  Google Scholar 

  • Candela, A. (2005). Students’ participation as co-authoring of school institutional practices. Culture & Psychology, 11, 321–337.

    Article  Google Scholar 

  • Cano-Garcia, F. J., Padilla-Munoz, E. M., & Carrasco-Ortiz, M. A. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38, 929–940.

    Article  Google Scholar 

  • Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching & Teacher Education: An International Journal of Research and Studies, 22(8), 1042–1054.

    Article  Google Scholar 

  • Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28, 195–209.

    Article  Google Scholar 

  • Eley, M. G. (2006). Teachers’ conceptions of teaching, and the making of specific decisions in planning to teach. Higher Education, 51(2), 191–214.

    Article  Google Scholar 

  • Ferguson, D. L. (2008). International trends in inclusive education: the continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109–120.

    Article  Google Scholar 

  • Freiberg, H. J., & Lamb, S. M. (2009). Dimensions of person-centered classroom management. Theory into Practice, 48(2), 99–105.

    Article  Google Scholar 

  • Garrett, T. (2008). Student-centered and teacher-centered classroom management: a case study of three elementary teachers. The Journal of Classroom Interaction, 34-47.

  • Gavish, B., & Friedman, I. A. (2010). Novice teachers’ experience of teaching: a dynamic aspect of burnout. Social Psychology of Education, 13, 141–167.

    Article  Google Scholar 

  • Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23, 624–640.

    Article  Google Scholar 

  • Gold, Y., & Roth, R. A. (2013). Teachers managing stress & preventing burnout. London: Routledge.

    Google Scholar 

  • Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: a mediator model. Teaching and Teacher Education: An International Journal of Research and Studies, 24(5), 1349–1363.

    Article  Google Scholar 

  • Greenglass, E. R., & Burke, R. J. (2003). Teacher stress. In M. F. Dollard, A. H. Winefield, & H. R. Winefield (Eds.), Occupational stress in the service professions (pp. 213–236). New York: Taylor and Francis.

    Chapter  Google Scholar 

  • Guglielmi, D., Simbula, S., & Panari, C. (2012). The determinants of teachers’ well-being: the mediating role of mental fatigue. European Journal of Mental Health, 2, 204–220.

    Article  Google Scholar 

  • Hastings, R. P., & Bham, M. S. (2003). The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24(1), 115–127.

    Article  Google Scholar 

  • Higham, R. J. E., Brindley, S., & Van de Pol, J. (2014). Shifting the primary focus: assessing the case for dialogic education in secondary classrooms. Language and Education, 28(1), 86–99.

    Article  Google Scholar 

  • Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: a three-year longitudinal study. Journal of Educational Psychology, 100, 1–14.

    Article  Google Scholar 

  • Italian Ministry of Education (2013). Gli alunni stranieri nel sistema scolastico italiano. Resource document. http://www.istruzione.it/allegati/Notiziario_Stranieri_12_13.pdf. Accessed 09 October 2015.

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.

    Article  Google Scholar 

  • Kane, R., Sandetto, S., & Heath, C. (2002). Telling half the story: a critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72, 177–228.

    Article  Google Scholar 

  • Kember, D. (1998). Teaching beliefs and their impact on students’ approaches to learning. In B. Dart & G. Boulton-Lewis (Eds.), Teaching and learning in higher education (pp. 1–25). Camberwell: Australian Council for Educational Research.

    Google Scholar 

  • Khan, F., Yusoff, R. M., & Khan, A. (2014). Job demands, burnout and resources in teaching a conceptual review. World Applied Sciences Journal, 30(1), 20–28.

    Google Scholar 

  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741.

    Article  Google Scholar 

  • Kloser, M. (2014). Identifying a core set of science teaching practices: a delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185–1217.

    Article  Google Scholar 

  • Kokkinos, C. M. (2006). Factor structure and psychometric properties of the Maslach Burnout Inventory‐Educators Survey among elementary and secondary school teachers in Cyprus. Stress and Health, 22(1), 25–33.

    Article  Google Scholar 

  • Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229–243.

    Article  Google Scholar 

  • Kovalainen, M., & Kumpulainen, K. (2007). The social construction of participation in an elementary classroom community. International Journal of Educational Research, 46(3), 141–158.

    Article  Google Scholar 

  • Krummheuer, G. (2011). Representation of the notion “learning-as-participation” in everyday situations of mathematics classes. Zdm, 43(1), 81–90.

    Article  Google Scholar 

  • Lee, R. T., & Ashforth, B. E. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology, 81, 123–133.

    Article  Google Scholar 

  • Lefstein, A. (2008). Changing classroom practice through the English National Literacy Strategy: a micro-interactional perspective. American Educational Research Journal, 45(3), 701–737.

    Article  Google Scholar 

  • Lefstein, A., & Snell, J. (2011). Classroom discourse: the promise and complexity of dialogic practice. Applied Linguistics and Primary School Teaching, 165-185.

  • Lefstein, A., & Snell, J. (2013). Better than best practice: developing dialogic pedagogy. London: Routledge.

    Google Scholar 

  • Lin, A. M. Y. (2007). “What’s the use of “triadic dialogue”? Activity theory, conversation analysis and analysis of pedagogical practices. Pedagogies, 2, 77–94.

    Article  Google Scholar 

  • Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812–819.

    Article  Google Scholar 

  • Lyle, S. (2008). Dialogic teaching: discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22(3), 222–240.

    Article  Google Scholar 

  • Mameli, C., & Molinari, L. (2014). Seeking educational quality in the unfolding of classroom discourse: a focus on microtransitions. Language & Education, 28(2), 103–119.

    Article  Google Scholar 

  • Mameli, C., Mazzoni, E., & Molinari, L. (2015). Patterns of discursive interactions in primary schools: an application of social network analysis. Research Papers in Education, 30(5), 546–566.

    Article  Google Scholar 

  • Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3–27.

    Google Scholar 

  • Maslach, C., & Jackson, S. E. (1981). Maslach burnout inventory (1st ed.). Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1996a). Maslach burnout inventory manual (3rd ed.). Palo Alto: Consulting Psychologist Press.

    Google Scholar 

  • Maslach, C., Jackson, S. E., & Schwab, R. L. (1996b). Maslach Burnout Inventory–Educators Survey (MBI-ES). In C. Maslach, S. E. Jackson, & M. P. Leiter (Eds.), MBI manual (3rd ed.). Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.

    Article  Google Scholar 

  • McCormick, J., & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278–293.

    Google Scholar 

  • Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51(1), 90–100.

    Article  Google Scholar 

  • Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: the value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21.

    Article  Google Scholar 

  • Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: a sociocultural approach. New York: Routledge.

    Google Scholar 

  • Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: pupil participation and learning opportunities. International Journal of Educational Research, 62, 249–258.

    Article  Google Scholar 

  • Montgomery, C., & Rupp, A. A. (2005). Meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28, 458–486.

    Article  Google Scholar 

  • Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press.

    Google Scholar 

  • Nassaji, H., & Wells, G. (2000). What’s the use of triadic dialogue? An investigation of teacher student interaction. Applied Linguistics, 21(3), 376–406.

    Article  Google Scholar 

  • Niemi, R., Kumpulainen, K., & Lipponen, L. (2015). Pupils as active participants: diamond ranking as a tool to investigate pupils’ experiences of classroom practices. European Educational Research Journal, 14(2), 138–150.

    Article  Google Scholar 

  • Nystrand, M. (1997). Opening dialogue: understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.

    Google Scholar 

  • Pedditzi, M. L., & Nonnis, M. (2014). Fonti psico-sociali di stress e burnout a scuola: Una ricerca su un campione di docenti italiani. La Medicina del Lavoro, 105(1), 48–62.

    Google Scholar 

  • Quattrin, R., Ciano, R., Saveri, E., Balestrieri, M., Biasin, E., Calligaris, L., & Brusaferro, S. (2009). Burnout in teachers: an Italian survey. Annali di Igiene: Medicina Preventiva e di Comunita, 22(4), 311–318.

    Google Scholar 

  • Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204–220.

    Article  Google Scholar 

  • Scott, P. H., Mortimer, E. F., & Aguiar, O. G. (2006). The tension between authoritative and dialogic discourse: a fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90, 605–631.

    Article  Google Scholar 

  • Sfard, A. (2008). Thinking as communicating. Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Simbula, S., & Guglielmi, D. (2010). Depersonalization or cynicism, efficacy or inefficacy: what are the dimensions of teacher burnout? European Journal of Psychology of Education, 25(3), 301–314.

    Article  Google Scholar 

  • Sirigatti, S., & Stefanile, C. (1992). Aspetti e problemi dell’adattamento italiano del MBI. Bollettino di Psicologia Applicata, 202–203, 3–12.

    Google Scholar 

  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524.

    Article  Google Scholar 

  • Skidmore, D. (2006). Pedagogy and dialogue. Cambridge Journal of Education, 36(4), 503–514.

    Article  Google Scholar 

  • Skidmore, D., & Murakami, K. (2010). How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research, 49, 69–77.

    Article  Google Scholar 

  • Spillane, J. P. (2012). Data in practice: conceptualizing the data-based decision-making phenomena. American Journal of Education, 118(2), 113–141.

    Article  Google Scholar 

  • Tatar, M., & Horenczyk, G. (2003). Diversity-related burnout among teachers. Teaching and Teacher Education, 19(4), 397–408.

    Article  Google Scholar 

  • Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. Journal of Experimental Education, 63, 217–231.

    Article  Google Scholar 

  • Travers, C. J., & Cooper, C. L. (1996). Teachers under pressure: stress in the teaching profession. London: Routledge.

    Google Scholar 

  • Tsigilis, N., Zournatzi, E., & Koustelios, A. (2011). Burnout among physical education teachers in primary and secondary schools. International Journal of Humanities and Social Science, 7(1), 53–58.

    Google Scholar 

  • Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189.

    Article  Google Scholar 

  • Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher-student relationships across the teaching career: four case studies. Teaching and Teacher Education, 32, 55–65.

    Article  Google Scholar 

  • Vercambre, M. N., Brosselin, P., Gilbert, F., Nerrière, E., & Kovess-Masféty, V. (2009). Individual and contextual covariates of burnout: a cross-sectional nationwide study of French teachers. BMC Public Health, 9(1), 333.

    Article  Google Scholar 

  • Wegerif, R. (2008). Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347–361.

    Article  Google Scholar 

  • Wegerif, R., Mercer, N., & Dawes, L. (1999). From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development. Learning and Instruction, 9(6), 493–516.

    Article  Google Scholar 

  • Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 15, 379–428.

    Article  Google Scholar 

  • Worley, J. A., Vassar, M., Wheeler, D. L., & Barnes, L. L. B. (2008). Factor structure of scores from the Maslach Burnout Inventory: a review and meta-analysis of 45 exploratory and confirmatory factor- analytic studies. Educational and Psychological Measurement, 68, 797–823.

    Article  Google Scholar 

  • Xin, M., & MacMillan, R. B. (1999). Influence of workplace conditions on teachers’ job satisfaction. Journal of Educational Research, 93, 39–47.

    Article  Google Scholar 

  • Yüksel, D. (2009). A Bakhtinian understanding of social constructivism in language teaching. Journal of Language and Linguistic Studies, 5(1), 1–19.

    Google Scholar 

  • Zurlo, M. C., Pes, D., & Cooper, C. L. (2007). Stress in teaching: a study of occupational stress and its determinants among Italian schoolteachers. Stress and Health, 23(4), 231–241.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education, University of Bologna, Via Filippo Re 6, 40126, Bologna, Italy

    Consuelo Mameli

  2. Department of Literature Arts History and Society, University of Parma, Borgo Carissimi 10, 40125, Parma, Italy

    Luisa Molinari

Authors
  1. Consuelo Mameli
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Luisa Molinari
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Consuelo Mameli.

Additional information

Consuelo Mameli

University of Bologna, Department of Education, Via Filippo Re 6, 40126 Bologna, Italy. E-mail: consuelo.mameli@unibo.it

Current themes of research

Teacher–student interactions. Classroom discourse. Educational quality. Teacher burnout.

Most relevant publications in the field of the Psychology of Education:

Mameli, C., Mazzoni, E., & Molinari, L. (2015). Patterns of discursive interactions in primary schools: An application of Social Network Analysis. Research Papers in Education, 30(5), 546-566.

Mameli, C., & Molinari, L. (2014). Seeking educational quality in the unfolding of classroom discourse: A focus on microtransitions. Language & Education, 28 (2), 103-119.

Mameli, C., & Molinari, L. (2013). Interactive micro-processes in classroom discourse: Turning Points and emergent meanings. Research Papers in Education, 28(2), 196-211.

Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities. International Journal of Educational Research, 62, 249 – 258.

Molinari, L., Mameli, C., & Gnisci, A. (2013). A sequential analysis of classroom discourse in Italian primary schools. The many faces of the IRF pattern’. British Journal of Educational Psychology, 83(3), 414-430.

Luisa Molinari

University of Parma, Department of Literature, Arts, History and Society, Borgo Carissimi 10, 40125 Parma, Italy. E-mail: luisa.molinari@unipr.it

Current themes of research

Classroom discourse and social interaction; rights and responsibilities in education; process of change and microtransitions in families with adolescents; classroom justice.

Most relevant publications in the field of the Psychology of Education:

Mameli, C., Mazzoni, E., & Molinari, L. (2015). Patterns of discursive interactions in primary schools: An application of Social Network Analysis. Research Papers in Education, 30(5), 546-566.

Passini, S., Molinari, L., Speltini, G. (2015). A validation of the questionnaire on teacher interaction in Italian secondary school students: Effect of positive relations on motivation and academic achievement. Social Psychology of Education, 18, 547-559.

Molinari, L., Mameli, C., & Gnisci, A. (2013). A sequential analysis of classroom discourse in Italian primary schools. The many faces of the IRF pattern’. British Journal of Educational Psychology, 83(3), 414-430.

Molinari, L., Speltini, G., & Passini, S. (2013). Do perceptions of being treated fairly increase students’ outcomes? Teacher-student interactions and classroom justice in Italian adolescents. Educational Research and Evaluation, 19(1), 58-76.

Corsaro, W.A., Molinari, L. (2008). Policy and practice in Italian children’s transition from preschool to elementary school. Research in Comparative and International Education, 3, 3, 250-265.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Mameli, C., Molinari, L. Teaching interactive practices and burnout: a study on Italian teachers. Eur J Psychol Educ 32, 219–234 (2017). https://doi.org/10.1007/s10212-016-0291-z

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-016-0291-z

Keywords

Search

Navigation