Sie befinden Sich nicht im Netzwerk der Universität Paderborn. Der Zugriff auf elektronische Ressourcen ist gegebenenfalls nur via VPN oder Shibboleth (DFN-AAI) möglich. mehr Informationen...
Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment
Ist Teil von
Teaching and teacher education, 2021-07, Vol.103, p.103349, Article 103349
Ort / Verlag
Elsevier Ltd
Erscheinungsjahr
2021
Link zum Volltext
Quelle
Elsevier ScienceDirect Journals Complete
Beschreibungen/Notizen
This study examined the relations between teacher-reported classroom management self-efficacy, student-reported teaching quality and students’ enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers’ self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.
•We examined teacher self-efficacy in classroom management, teaching, and enjoyment.•We used longitudinal data from two measurement waves for multilevel modelling.•Teacher self-efficacy in classroom management predicted monitoring and relatedness.•Student-perceived social relatedness was related to students’ enjoyment.