@article{HettingerLazaridesRubachetal.2021,
  author    = {Hettinger, Katharina and Lazarides, Rebecca and Rubach, Charlott and Schiefele, Ulrich},
  title     = {Teacher classroom management self-efficacy},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {103},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103349},
  pages     = {10},
  year      = {2021},
  abstract  = {This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-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.},
  language  = {en}
}
@article{LazaridesSchiefele2021,
  author    = {Lazarides, Rebecca and Schiefele, Ulrich},
  title     = {Teacher motivation},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {76},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101543},
  pages     = {3},
  year      = {2021},
  language  = {en}
}
@article{LazaridesSchiefele2021,
  author    = {Lazarides, Rebecca and Schiefele, Ulrich},
  title     = {The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {76},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101489},
  pages     = {16},
  year      = {2021},
  abstract  = {Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2\% female) and their students (1718 students; 48.5\% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.},
  language  = {en}
}