@phdthesis{Hettinger2023,
  author    = {Hettinger, Katharina},
  title     = {Teaching-related self-efficacy beliefs of teachers},
  school      = {Universit{\"a}t Potsdam},
  year      = {2023},
  abstract  = {Teacher self-efficacy is highly relevant for effective teaching, student academic development, and teachers' wellbeing, as theoretical work (Bandura, 1997; Tschannen-Moran et al., 1998) and empirical studies (i.e., Burić \& Kim, 2020; Klassen \& Chiu, 2010; van Uden et al., 2013) have shown associations with effective classroom management, student support, student motivation, and teachers' job satisfaction. Given the importance of teacher self-efficacy for teaching and learning, it is interesting to note that existing research is limited in several aspects - first, longitudinal studies on the relations between teacher self-efficacy and student academic outcomes are widely missing; second, empirical studies often assess teacher self-efficacy as a one-dimensional construct, neglecting its multidimensional character; third, studies often only focus on either the students' or the teachers' perspective on teaching and thus do not include simultaneously multiple sources of information on teaching practices as a consequence of teacher self-efficacy; fourth, research often does not systematically consider the effects of teacher self-efficacy on students' academic outcomes at both the group and individual level. Against this backdrop, this dissertation presents three longitudinal studies that aim to contribute to a more detailed perspective on teacher self-efficacy by examining systematically and longitudinally the relations between multiple dimensions of teacher self-efficacy and theoretically aligned teaching quality facets as perceived by teachers and students, as well as their relations to students' motivational-affective outcomes - more concretely, their relations to students' interest, enjoyment, and self-efficacy in a multi-level analysis approach. Study 1 examines the longitudinal relations between teacher self-efficacy for classroom management and student-perceived monitoring and social relatedness, and investigates whether the two student-reported teaching dimensions explain the relations between teacher self-efficacy for classroom management and student enjoyment using multi-level analyses. Study 2 examines longitudinally how teacher self-efficacy for student engagement relates to student interest through student- and teacher-perceived emotional support. Also, including student and teacher perspectives on teaching, Study 3 examines the longitudinal relations between specific facets of teacher self-efficacy for classroom management and classroom discipline, teacher self-efficacy for instructional strategies and cognitive activation, teacher self-efficacy for student engagement and competence support, teacher self-efficacy for emotional support and social relatedness, as well as teacher self-efficacy for student-oriented teaching and learning goal-oriented instruction with students' enjoyment and self-efficacy. Furthermore, in Studies 2 and 3 the cross-level mediation effects of longitudinal relations with teacher self-efficacy on student motivational-affective characteristics via teaching practices are examined in order to address the lack of empirical studies disentangling the relations for specifically individual- vs. group-level effects. The limitations and implications are discussed in terms of their theoretical and practical relevance for school practice, teacher education, and teacher training.},
  language  = {en}
}
@article{HettingerLazaridesRetelsdorf2022,
  author    = {Hettinger, Katharina and Lazarides, Rebecca and Retelsdorf, Jan},
  title     = {Interindividuell unterschiedliche Ver{\"a}nderungen der Lesemotivation},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {25},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {2},
  publisher = {Springer Vieweg-Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-022-01076-1},
  pages     = {353 -- 376},
  year      = {2022},
  abstract  = {Reading motivation is highly significant for students' reading achievement and varies interindividual. However, only few studies investigate changes in reading motivation patterns considering student gender, reading achievement and teaching behavior. These results would allow adaptive teaching. In this longitudinal study we aim to close this research gap by examining students' valuing of reading and reading self-concept using data from N = 1313 German fifth- and sixth-grade students (50.0\% girls). Results of latent profile analyses identified three motivational profiles: 'Low intrinsic value', 'Moderate reading motivation' and 'High reading motivation'. Highly supportive teaching-as perceived by students-in Grade 5 was significantly associated with a lower probability to change in the 'Low intrinsic value profile' instead into the 'High reading motivation profile'. Girls and high achievers in reading changed less likely into the 'Moderate reading motivation profile' than into the 'High reading motivation profile'. Implications for teaching are discussed.},
  language  = {de}
}
@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}
}