Longitudinal relations between teaching-related motivations and student-reported teaching quality

Praetorius, Anna-Katharina ; Lauermann, Fani ; Klassen, Robert M. ; Dickhäuser, Oliver ; Janke, Stefan ; Dresel, Markus

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DOI:	https://doi.org/10.1016/j.tate.2017.03.023
URL:	https://madoc.bib.uni-mannheim.de/42756
URN:	urn:nbn:de:bsz:180-madoc-427567
Dokumenttyp:	Zeitschriftenartikel
Erscheinungsjahr:	2017
Titel einer Zeitschrift oder einer Reihe:	Teaching and Teacher Education
Band/Volume:	65
Seitenbereich:	241-254
Ort der Veröffentlichung:	Amsterdam [u.a.]
Verlag:	Elsevier
ISSN:	0742-051X , 1879-2480
Sprache der Veröffentlichung:	Deutsch
Einrichtung:	Fakultät für Sozialwissenschaften > Pädagogische Psychologie (Dickhäuser 2008-)
Fachgebiet:	150 Psychologie
Freie Schlagwörter (Englisch):	Teacher motivation; teaching quality; longitudinal effects; teachers’ self-efficacy; teachers’ enthusiasm
Abstract:	Teaching-related motivations are often assumed to influence teaching quality; however, the empirical evidence regarding the directionality of such influences is scarce. The present study thus examined the reciprocal links between teaching-related motivations (self-efficacy and enthusiasm for teaching) and student-reported teaching quality (classroom management, learning support, and cognitive activation). Two-level cross-lagged panel analyses across three time points (with an initial sample of 165 secondary-level mathematics teachers and their 4273 students) revealed no significant cross-lagged effects when teachers’ stable inter-individual differences are taken into account. Our findings suggest that teachers’ motivations are remarkably stable over time.