TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Fauth, Benjamin
A1  - Gaspard, Hanna
A1  - Göllner, Richard
T1  - Teacher self-efficacy and enthusiasm
BT  - relations to changes in student-perceived teaching quality at the beginning of secondary education
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers? self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students? class-level classroom management.
KW  - Teaching quality
KW  - Multilevel latent change model
KW  - Teacher enthusiasm
KW  - Teacher self-efficacy
KW  - Teacher motivation
Y1  - 2021
U6  - https://doi.org/10.1016/j.learninstruc.2020.101435
SN  - 0959-4752
SN  - 1873-3263
VL  - 73
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Gaspard, Hanna
A1  - Dicke, Anna-Lena
T1  - Dynamics of classroom motivation
BT  - teacher enthusiasm and the development of math interest and teacher support
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students’ interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.
KW  - Interest
KW  - Teacher support
KW  - Multilevel latent change model
KW  - Teacher enthusiasm
KW  - Classroom research
Y1  - 2019
U6  - https://doi.org/10.1016/j.learninstruc.2018.01.012
SN  - 0959-4752
VL  - 60
SP  - 126
EP  - 137
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Buchholz, Janine
A1  - Rubach, Charlott
T1  - Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
JF  - Teaching and Teacher Education
N2  - The purpose of this study is to examine whether teacher enthusiasm and classroom management self efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.
KW  - Teacher enthusiasm
KW  - Teacher self-efficacy
KW  - Mathematics classrooms
KW  - Multilevel analyses
Y1  - 2017
U6  - https://doi.org/10.1016/j.tate.2017.08.017
SN  - 0742-051X
VL  - 69
SP  - 1
EP  - 10
PB  - Elsevier
CY  - Oxford
ER  -