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      Ein Blick in die Black-Box : Wie der Zusammenhang von Unterrichtsenthusiasmus und Unterrichtshandeln bei angehenden Lehrkräften erklärt werden kann

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Abstract. Zwar konnte bisherige Forschung bereits zeigen, dass intrinsische motivationale Orientierungen von Lehrkräften im Zusammenhang mit günstigen Ergebnisvariablen (z. B. Unterrichtsqualität oder Schülermotivation) stehen, mögliche Wirkmechanismen sind jedoch noch wenig erforscht. Ziel der vorliegenden Studie ist es, diese vermittelnden Prozesse am Beispiel des Unterrichtsenthusiasmus von Lehrkräften zu untersuchen. Es wird angenommen, dass angehende Lehrkräfte mit hohem Unterrichtsenthusiasmus quantitativ (höhere Intensität) und qualitativ (Nutzung von unterrichtsbezogenen Lerngelegenheiten) anderes Arbeitsverhalten zeigen, was zu besserem Unterricht führt. Die Variablen wurden bei 362 deutschen Lehramtsanwärter(inne)n in der Mitte ihres zweijährigen Vorbereitungsdienstes per Fragebogen erhoben. Latente Mediatoranalysen belegen eine Teilmediation durch die Intensität ebenso wie die Nutzung von Lerngelegenheiten auf kognitive Aktivierung und emotionale Aspekte des Unterrichtshandelns. Die Ergebnisse stellen einen ersten Hinweis auf mediierende Variablen im Zusammenhang zwischen intrinsischen motivationalen Orientierungen und Unterrichtshandeln dar.

          A Glance Into the Black Box: How the Relationship Between Teacher Candidates’ Enthusiasm for Teaching and Their Instructional Behavior Can Be Explained

          Abstract. While previous research has confirmed that teachers’ intrinsic motivational orientations are linked to beneficial outcome variables (e. g., instructional quality and student motivation), the underlying mechanisms that mediate these relationships are less clear. Based on theoretical considerations concerning motivation and deliberate practice, this paper investigates a possible mediating effect by hypothesizing that teacher candidates with high levels of enthusiasm for teaching invest more effort and benefit more from teaching-oriented learning opportunities, which in turn leads to more beneficial instructional behavior. In all, 362 German teacher candidates in their first year of a 2-year induction phase reported their levels of enthusiasm for teaching, their effort spent on work tasks, their use of learning opportunities, and rated their own instructional behavior. Latent mediation analyses were partially confirmed with a mediator effect of effort on instructional and emotional aspects of instructional behavior. The results provide some initial indications as to why teachers with high enthusiasm for teaching show more beneficial instructional behavior.

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          Most cited references 66

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          Common method biases in behavioral research: a critical review of the literature and recommended remedies.

          Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
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            Mediation analysis.

            Mediating variables are prominent in psychological theory and research. A mediating variable transmits the effect of an independent variable on a dependent variable. Differences between mediating variables and confounders, moderators, and covariates are outlined. Statistical methods to assess mediation and modern comprehensive approaches are described. Future directions for mediation analysis are discussed.
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              Goal setting and task performance: 1969-1980.

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                Author and article information

                Contributors
                Journal
                zep
                Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
                Hogrefe Verlag, Göttingen
                0049-8637
                2190-6262
                2016
                : 48
                : 2
                : 90-105
                Affiliations
                [ 1 ]Goethe-Universität, Frankfurt
                Author notes
                Dr. Doris Holzberger, Dr. Anja Philipp, Prof. Dr. Mareike Kunter, Goethe-Universität Frankfurt, Institut für Psychologie, Arbeitsbereich Pädagogische Psychologie, Grüneburgplatz 1, 60323 Frankfurt am Main, E-Mail doris.holzberger@ 123456tum.de
                Article
                zep_48_2_90
                10.1026/0049-8637/a000150
                Product
                Self URI (journal-page): https://econtent.hogrefe.com/loi/zep
                Categories
                Originalarbeit

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