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 , 1879-2480
Publication language: German
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser 2008-)
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.

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