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
Document Type: Article
Year of publication: 2017
The title of a journal, publication series: Teaching and Teacher Education
Volume: 65
Page range: 241-254
Place of publication: Amsterdam [u.a.]
Publishing house: Elsevier
ISSN: 0742-051X
Publication language: German
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser)
Subject: 150 Psychology
Keywords (English): 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.

Dieser Eintrag ist Teil der Universitätsbibliographie.

Das Dokument wird vom Publikationsserver der Universitätsbibliothek Mannheim bereitgestellt.




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