TY  - JOUR
A1  - Jung, Jana
T1  - Does youth matter?
BT  - long-term effects of youth characteristics on the diversity of partnership trajectories
JF  - Longitudinal and life course studies : LLCS ; international journal / Society for Longitudinal and Life Course Studies
N2  - Previous research has mainly concentrated on the study of certain transitions and the influence of economic and socio-structural factors on partnership status. From a life course perspective, it remains unclear how factors anchored in youth are related to the diversity of partnership biographies. Arguing that individuals act and behave based on prior experiences and resources, I analyse how personal and social resources as well as socio-demographic characteristics influence the turbulence of longitudinal partnership trajectories.

Using a longitudinal dataset from the German LifE Study, I examine partnership histories from the ages 16 to 45. The results suggest that in addition to the influence of an individual's socio-demographic placement (for example, religious commitment and regional living conditions), personal and social resources anchored in youth also have a long-term effect on the diversity of partnership trajectories. This article shows that women are influenced by their attitudes towards marriage and family, while men are influenced by their attitudes towards their careers.
KW  - partnership trajectories
KW  - youth characteristics
KW  - life course
KW  - sequence
KW  - analysis
KW  - regression tree
Y1  - 2021
U6  - https://doi.org/10.1332/175795920X15980339169308
SN  - 1757-9597
VL  - 12
IS  - 2
SP  - 201
EP  - 225
PB  - Longview
CY  - London
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Schiefele, Ulrich
T1  - The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics
BT  - a multilevel analysis
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - 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.
KW  - Teacher self-efficacy
KW  - Teacher interest
KW  - Teaching quality
KW  - Multilevel
KW  - analysis
KW  - Teacher motivation
Y1  - 2021
U6  - https://doi.org/10.1016/j.learninstruc.2021.101489
SN  - 0959-4752
SN  - 1873-3263
VL  - 76
PB  - Elsevier
CY  - Oxford
ER  -