TY - GEN A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Longitudinal Effects of Student-Perceived Classroom Support on Motivation BT - A Latent Change Model N2 - This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 321 KW - classroom characteristics KW - autonomy KW - competence KW - relatedness KW - motivation KW - latent change model KW - adolescence Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-395695 ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Viljaranta, Jaana A1 - Aunola, Kaisa A1 - Pesu, Laura A1 - Nurmi, Jari-Erik T1 - for educational aspirations JF - Learning and individual differences KW - Motivational profiles KW - Educational plans KW - Motivational development KW - Task values KW - Self-concept Y1 - 2016 U6 - https://doi.org/10.1016/j.lindif.2016.08.024 SN - 1041-6080 SN - 1873-3425 VL - 51 SP - 29 EP - 36 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Rubach, Charlott A1 - Ittel, Angela T1 - Adolescents’ perceptions of socializers’ beliefs, career-related conversations, and motivation in mathematics JF - Developmental psychology N2 - Research based on the Eccles model of parent socialization demonstrated that parents are an important source of value and ability information for their children. Little is known, however, about the bidirectional effects between students’ perceptions of their parents’ beliefs and behaviors and the students’ own domain-specific values. This study analyzed how students’ perceptions of parents’ beliefs and behaviors and students’ mathematics values and mathematics-related career plans affect each other bidirectionally, and analyzed the role of students’ gender as a moderator of these relations. Data from 475 students in 11th and 12th grade (girls: 50.3%; 31 classrooms; 12 schools), who participated in 2 waves of the study, were analyzed. Results of longitudinal structural equation models demonstrated that students’ perceptions of their parents’ mathematics value beliefs at Time 1 affected the students’ own mathematics utility value at Time 2. Bidirectional effects were not shown in the full sample but were identified for boys. The paths within the tested model varied for boys and girls. For example, boys’, not girls’, mathematics intrinsic value predicted their reported conversations with their fathers about future occupational plans. Boys’, not girls’, perceived parents’ mathematics value predicted the mathematics utility value. Findings are discussed in relation to their implications for parents and teachers, as well as in relation to gendered motivational processes. KW - parents’ beliefs KW - parent–child conversations KW - motivation KW - mathematics KW - gender Y1 - 2016 U6 - https://doi.org/10.1037/dev0000270 SN - 0012-1649 SN - 1939-0599 VL - 53 IS - 3 SP - 525 EP - 539 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Viljaranta, Jaana A1 - Ranta, Mette A1 - Salmela-Aro, Katariina T1 - Adolescents’ preparedness and motivation across the transition to post-comprehensive education JF - Contemporary educational psychology N2 - This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions. KW - Educational transitions KW - Transition preparedness KW - Self-efficacy beliefs KW - Inoculation against setbacks KW - Achievement goal orientations KW - School value Y1 - 2017 U6 - https://doi.org/10.1016/j.cedpsych.2017.01.008 SN - 0361-476X SN - 1090-2384 VL - 49 SP - 151 EP - 159 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Longitudinal Effects of Student-Perceived Classroom Support on Motivation BT - A Latent Change Model JF - Frontiers in psychology N2 - This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age D 13.70, SD D 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. KW - classroom characteristics KW - autonomy KW - competence KW - relatedness KW - motivation KW - latent change model KW - adolescence Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00417 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Rubach, Charlott T1 - Instructional characteristics in mathematics classrooms BT - relationships to achievement goal orientation and student engagement JF - Mathematics Education Research Journal N2 - This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students’ achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students’ mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics. KW - Mathematics classrooms KW - Instruction KW - Intrinsicmotivation KW - Achievement goal orientation KW - Effort KW - Gender Y1 - 2017 U6 - https://doi.org/10.1007/s13394-017-0196-4 SN - 1033-2170 SN - 2211-050X VL - 29 SP - 201 EP - 217 PB - Springer CY - Dordrecht 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 - TY - BOOK A1 - Ackermann, Peter A1 - Ahlgrimm, Frederik A1 - Apelojg, Benjamin A1 - Börnert-Ringleb, Moritz A1 - Borowski, Andreas A1 - Ehlert, Antje A1 - Eichler, Constanze A1 - Frohn, Julia A1 - Gehrmann, Marie-Luise A1 - Gerlach, Erin A1 - Goetz, Ilka A1 - Goral, Johanna A1 - Gronostaj, Anna A1 - Grubert, Jana A1 - Güleryüz, Burak A1 - Hacke, Alexander A1 - Heck, Sebastian A1 - Hermanns, Jolanda A1 - Hochmuth, Jörg A1 - Jennek, Julia A1 - Jostes, Brigitte A1 - Jurczok, Anne A1 - Kleemann, Katrin A1 - Kortenkamp, Ulrich A1 - Krauskopf, Karsten A1 - Kücholl, Denise A1 - Kulawiak, Pawel R. A1 - Lauterbach, Wolfgang A1 - Lazarides, Rebecca A1 - Linka, Tim A1 - Löweke, Sebastian A1 - Lohse-Bossenz, Hendrik A1 - Maar, Verena A1 - Nowak, Anna A1 - Ratzlaff, Olaf A1 - Reitz-Koncebovski, Karen A1 - Rother, Stefanie A1 - Scherreiks, Lynn A1 - Schroeder, Christoph A1 - Schwalbe, Anja A1 - Schwill, Andreas A1 - Tosch, Frank A1 - Vock, Miriam A1 - Wagner, Luisa A1 - Westphal, Andrea A1 - Wilbert, Jürgen ED - Borowski, Andreas ED - Ehlert, Antje ED - Prechtl, Helmut T1 - PSI-Potsdam BT - Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2015-2018) T3 - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - In Brandenburg kommt der Universität Potsdam eine besondere Rolle zu: Sie ist die einzige, an der zukünftige Lehrerinnen und Lehrer die erste Phase ihres Werdegangs – das Lehramtsstudium – absolvieren können. Vor diesem Hintergrund wurde bereits kurz nach der Gründung im Jahr 1991 das „Potsdamer Modell der Lehrerbildung“ entwickelt. Dieses Modell strebt fortlaufend eine enge Verzahnung von Theorie und Praxis über das gesamte Studium hinweg an und bindet hierfür die schulpraktischen Studienanteile in besonderer Weise ein. Eine erneute Stärkung erfuhr die Lehrerbildung im Dezember 2014 mit der Gründung des Zentrums für Lehrerbildung und Bildungsforschung (ZeLB). Aus der koordinierenden Arbeit des Zentrums entstand das fakultätsübergreifende Projekt „Professionalisierung – Schulpraktische Studien – Inklusion“ (PSI-Potsdam) das im Rahmen der Qualitätsoffensive Lehrerbildung des Bundesministeriums für Bildung und Forschung erfolgreich gefördert wurde (2015–2018) und dessen Verlängerung (2019–2023) bewilligt ist. Der vorliegende Band vermittelt in den drei großen Kapiteln „Erhebungsinstrumente“, „Seminarkonzepte“ und „Vernetzungen“ einen Überblick über einige der praxisnahen Forschungszugänge, hochschuldidaktischen Ansätze und Strategien zur Vernetzung innerhalb der Lehrerbildung, die im Rahmen von PSI-Potsdam entwickelt und umgesetzt wurden. Die Beiträge wurden mit dem Ziel verfasst, Kolleginnen und Kollegen an Universitäten und Hochschulen, Akteur_innen des Vorbereitungsdiensts sowie der Fort- und Weiterbildung von Lehrkräften möglichst konkrete Einblicke zu gewähren. Unter der Herausgeberschaft von Prof. Dr. Andreas Borowski (Fachdidaktik Physik), Prof. Dr. Antje Ehlert (Inklusionspädagogik mit dem Förderschwerpunkt Lernen) und Prof. Dr. Helmut Prechtl (Fachdidaktik Biologie) vereinen sich Autor_innen mit breit gestreuter fachdidaktischer und bildungswissenschaftlicher Expertise. T3 - Potsdamer Beiträge zur Lehrkräftebildung und Bildungsforschung - 1 KW - Lehrerbildung KW - Innovative Lehrkonzepte KW - Vernetzungen KW - Erhebungsinstrumente KW - Praxisphasen Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414542 SN - 978-3-86956-442-5 SN - 2626-3556 SN - 2626-4722 IS - 1 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Hoferichter, Frances A1 - Laetsch, Alexander A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - The big-fish-little-pond effect on the four facets of academic self-concept T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 554 KW - big-fish-little-pond-effect KW - social KW - criterial KW - absolute KW - individual academic self-concept (SESSKO) KW - high-ability tracked students Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-426501 SN - 1866-8364 IS - 554 ER - TY - JOUR A1 - Kücholl, Denise A1 - Lazarides, Rebecca A1 - Westphal, Andrea A1 - Lohse-Bossenz, Hendrik T1 - Skala zur Erfassung der Beratungskompetenz im Lehramtsstudium JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Die vorliegende Studie befasst sich mit der Entwicklung und Validierung einer Skala zur Erfassung der Beratungskompetenz bei Lehramtsstudierenden im Praxissemester. Befragt wurden insgesamt 200 Studierende unterschiedlicher Lehramtsstudiengänge der Universität Potsdam. Faktoranalysen zeigten, dass das Konstrukt der Beratungskompetenz in vier Subskalen differenziert werden kann (Personale Ressourcen, Kooperation und Perspektivüberahme, Berater-Skills sowie Ressourcen- und Lösungsorientierung). Bezüglich der internen Konsistenz ergaben sich für die Subskalen Werte, die insgesamt als akzeptabel bis gut einzuschätzen sind. Die Subskalen waren erwartungsgemäß positiv korreliert. Für alle vier Subskalen der Beratungskompetenz ergaben sich Zusammenhänge schwacher bis mittlerer Stärke mit den Validierungsvariablen (Selbstwirksamkeit in Beratungen, Beratungsmotivation sowie Pädagogische Vorerfahrungen). Die Ergebnisse werden bezüglich ihrer Implikationen für die Lehrkräftebildung diskutiert. N2 - The current study focused on the development and validation of a scale for the assessment of pre-service teachers’ counseling competence during first practical experiences. We analysed questionnaire data from 200 pre-service teachers of the University of Potsdam. Factor analyses revealed four different factors of counseling competences: personal resources, cooperation and perspective taking, counseling skills and solution and resource orientation. The subscales had a good to acceptable reliability. Analyses of validity indicated substantial correlations between counseling competence and the validation variables, i. e. self-efficacy in counseling, motivation for counseling and experiences in pedagogical settings for validation analyses. Implications of the study for training pre-service teachers are discussed. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420173 SN - 978-3-86956-442-5 SN - 2626-4722 SN - 2626-3556 SP - 29 EP - 42 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Lazarides, Rebecca T1 - Vernetzung von Schulpraxis und Universität BT - Ein Seminarkonzept zur Unterrichtsentwicklung durch Praxiserfahrungen JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Praxisphasen im Lehramtsstudium sind von erheblicher Bedeutung für die Entwicklung selbsteingeschätzter Kompetenzen sowie für die berufliche Orientierung. Am Arbeitsbereich Schulpädagogik der Universität Potsdam wurde im Rahmen des Projektes „Campusschulen“ ein Seminarkonzept entwickelt, das die Verzahnung von Theorie und Praxis durch Vernetzung von Schule und Universität zum Ziel hat. Um dieses Ziel zu erreichen, fördert das Seminarkonzept unterrichtsbezogene Praxiserfahrungen im Lehramtsstudium und legt einen besonderen Schwerpunkt auf die Reflexion dieser Praxiserfahrungen. Der vorliegende Beitrag stellt die theoretischen Grundlagen des Seminarkonzeptes sowie die Konzeption, den idealtypischen Verlauf und erste empirische Ergebnisse aus den qualitativen Fokusgruppen zur Evaluierung des Seminarkonzepts vor. Die Teilnehmenden betonen die zentrale Rolle der Praxiserfahrungen für die Selbsterprobung sowie für die berufliche Orientierung der Lehramtsstudierenden. N2 - Practical experiences in teacher education can be considered as highly important for the development of perceived competencies as well as for vocational orientation of teacher students. At the department for school pedagogy at University of Potsdam, we developed a course concept in the context of the project „Campusschulen“. The course concept aims at enhancing the link between theory and practice cooperative relationships between schools and university. This aim is achieved by initiating teaching-related practical experiences with a strong focus on self-reflection. In this article, we describe the theoretical underpinnings of the course concept, the conceptualization as well as first empirical results from qualitative focus group interviews with teacher students. The results show that teacher students acknowledge the importance of practical experiences for teacher students’ vocational orientation and first experiences in schools. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420317 SN - 978-3-86956-442-5 SN - 2626-3556 SN - 2626-4722 SP - 189 EP - 199 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Hoferichter, Frances A1 - Laetsch, Alexander A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - The big-fish-little-pond effect on the four facets of academic self-concept JF - Frontiers in psychology N2 - The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students’ domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student’s social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student’s social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes. KW - big-fish-little-pond-effect KW - social KW - criterial KW - absolute KW - individual academic self-concept (SESSKO) KW - high-ability tracked students Y1 - 2018 U6 - https://doi.org/10.3389/fpsyg.2018.01247 SN - 1664-1078 VL - 9 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Viljaranta, Jaana A1 - Aunola, Kaisa A1 - Nurmi, Jari-Erik T1 - Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics JF - Learning and individual differences N2 - The aim of this person-centered study is to identify the profiles of interest value, self-concept, and performance in the domain of mathematics among elementary school students and to examine the stability and changes in these profiles from grade 1 to grade 2. Teacher-reported evaluations of students' mathematical ability and gender were examined as predictors of changes in the student profiles. The sample consisted of 237 students (46.8% girls). The latent profile analysis identified four profiles: 1) low levels of interest value, medium levels of self-concept and performance; 2) low levels of interest value, self-concept and performance; 3) high levels of interest value, self-concept and performance; 4) low levels of self-concept and performance, and medium interest value. Boys and students whose teachers evaluated their abilities as high compared to others were less likely to change from profiles with high levels of interest value or self-concept to profiles with low levels of these factors. KW - Interest value KW - Self-concept KW - Performance KW - Latent profile analysis; Y1 - 2018 U6 - https://doi.org/10.1016/j.lindif.2018.08.010 SN - 1041-6080 SN - 1873-3425 VL - 67 SP - 245 EP - 258 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Dietrich, Julia A1 - Taskinen, Paeivi H. T1 - Stability and change in students' motivational profiles in mathematics classrooms BT - The role of perceived teaching JF - Teaching and teacher education : an international journal of research and studies N2 - Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership. KW - motivation in mathematics KW - Latent profile analysis KW - Expectancy-value theory KW - Instructional quality KW - Adolescence Y1 - 2018 U6 - https://doi.org/10.1016/j.tate.2018.12.016 SN - 0742-051X VL - 79 SP - 164 EP - 175 PB - Elsevier CY - Oxford ER - TY - GEN A1 - Lazarides, Rebecca A1 - Lauermann, Fani T1 - Gendered Paths Into STEM-Related and Language-Related Careers BT - Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Women are often underrepresented in math-intensive fields like the physical sciences, technology, engineering and mathematics. By comparison, boys relative to girls are less likely to strive for jobs in social and human-services domains. Relatively few studies have considered that intra-individual comparisons across domains may contribute to gendered occupational choices. This study examines whether girls’ and boys’ motivational beliefs in mathematics and language arts are predictive of their career plans in these fields. The study focusses on same domain and cross-domain effects and investigates bidirectional relations between motivational beliefs and career plans. Data for this study stem from 1,117 ninth and tenth graders (53.2% girls) from secondary schools in Berlin, Germany. Findings show systematic gender differences in samedomain effects in mathematics: girls’ comparatively lower mathematics self-concept and intrinsic value predicted a lower likelihood of striving for a math-related career. Crossdomain effects were not related to gender-specific career plans, with only one exception. Girls’ lower levels of intrinsic value in mathematics corresponded to a higher likelihood of striving for a career in language-related fields, which subsequently predicted lower levels of intrinsic value in mathematics. This finding points to a need to address both genderspecific motivational beliefs and gender-specific career plans in school when aiming to enhance more gender equality in girls’ and boys’ occupational choices. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 565 KW - gendered motivational beliefs KW - career plans KW - mathematics KW - language arts KW - dimensional comparison Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-436341 SN - 1866-8364 IS - 565 ER - TY - JOUR A1 - Kücholl, Denise A1 - Westphal, Andrea A1 - Lazarides, Rebecca A1 - Gronostaj, Anna T1 - Beanspruchungsfolgen Lehramtsstudierender im Praxissemester T1 - Demands of beginning teachers during first practical experiences JF - Zeitschrift für Erziehungswissenschaft N2 - Der Einstieg in die berufliche Praxis ist für Lehramtsstudierende verbunden mit einer Vielzahl von Anforderungen. Selbstwirksamkeitserwartungen gelten als personenbezogene Ressource, um mit den vielfältigen Anforderungssituationen umzugehen. Die soziale Unterstützung durch Mentoring gilt demgegenüber als wichtige umgebungsbezogene Ressource. Ressourcen sind von hoher Bedeutung, um Belastungen beim Berufseinstieg zu bewältigen. Allerdings ist bislang wenig bekannt über das Zusammenwirken zwischen personen- und umgebungsbezogenen Ressourcen. Die vorliegende längsschnittliche Studie untersucht daher, welche Rolle Mentoring und Selbstwirksamkeitserwartungen für den Umgang mit Beanspruchungsfolgen im Praxissemester spielen. Des Weiteren wird untersucht, inwiefern Mentoring den Zusammenhang zwischen Selbstwirksamkeitserwartungen und negativen Beanspruchungsfolgen, in diesem Fall emotionaler Erschöpfung und reduzierter Leistungsfähigkeit, moderiert. Die empirische Grundlage der Untersuchung sind Fragebogendaten von 192 Lehramtsstudierenden, die zu Beginn und zum Ende ihres viermonatigen Praxissemesters befragt wurden. Multiple Regressionsanalysen zeigen, dass hohe Selbstwirksamkeitserwartungen zu Beginn des Praxissemesters mit geringerer emotionaler Erschöpfung sowie mit höherer Leistungsfähigkeit zum Ende des Praxissemesters einhergehen. Der Zusammenhang zwischen den Selbstwirksamkeitserwartungen und der Leistungsfähigkeit wird durch die von den Lehramtsstudierenden wahrgenommene soziale Unterstützung durch Mentoring moderiert. Die Implikationen der Ergebnisse für die Lehrkräftebildung werden diskutiert. N2 - For education students, the start of their professional practice can be a demanding time for a number of different reasons. Self-efficacy may help education students deal with these challenges and can be understood as a personal resource. Mentoring, on other hand, can be considered a significant social resource. Resources like these play an important role in helping education students deal with the demands of the practical phase of their training. However, little is known about the interaction between self-efficacy and mentoring. This longitudinal study investigates the role of mentoring and self-efficacy in dealing with demands of education students’ first experience of professional practice. We also explore the extent to which mentoring moderates the relationship between self-efficacy and the experience of the challenges that education students face during this time. We analysed questionnaire data from 192 education students at the beginning and at the end of their first semester of professional practice. Multiple regression analyses show that self-efficacy at the beginning of the semester is associated with less emotional exhaustion and a higher sense of personal accomplishment by the end of the semester. This relationship between self-efficacy and education students’ sense of personal accomplishment is moderated by mentoring. Implications of the study for training education students are discussed. KW - Beanspruchungsfolgen KW - Mentoring KW - Praxissemester KW - Selbstwirksamkeitserwartungen KW - Beginning teachers KW - Demands KW - Mentoring KW - Self-efficacy Y1 - 2019 U6 - https://doi.org/10.1007/s11618-019-00897-x SN - 1434-663X SN - 1862-5215 VL - 22 IS - 4 SP - 945 EP - 966 PB - Springer CY - Wiesbaden 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 - Dietrich, Julia A1 - Lazarides, Rebecca T1 - Gendered development of motivational belief patterns in mathematics across a school year and career plans in math-related fields JF - Frontiers in psychology N2 - Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of N = 751 ninth to tenth graders (55.9% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths. KW - motivation in mathematics KW - latent transition analysis/latent profile analysis KW - expectancy-value theory KW - heterogeneity KW - adolescence Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.01472 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Buchholz, Janine T1 - Student-perceived teaching quality BT - How is it related to different achievement emotions in mathematics classrooms? JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - Achievement emotions are important prerequisites for academic outcomes and well-being, yet little is known about their relation to teaching quality. This study examines the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels. The original data set included 6020 students who participated in the German national extension of the Programme for International Student Assessment (PISA). Multilevel regression analyses showed that teacher support and classroom management were negatively related to student-level anxiety and boredom. Teacher support was positively related to enjoyment and negatively related to anxiety at the classroom level. Cognitive activation was positively related to enjoyment and negatively related to boredom at the classroom level. Classroom management was negatively related to classroom-level boredom. These results provide insight into differential classroom processes regarding the role of teaching quality in various aspects of student achievement emotions. KW - Teaching quality KW - Achievement emotions KW - Mathematics classrooms KW - Multilevel analyses Y1 - 2019 U6 - https://doi.org/10.1016/j.learninstruc.2019.01.001 SN - 0959-4752 VL - 61 SP - 45 EP - 59 PB - Elsevier CY - Oxford ER - TY - GEN A1 - Ertl, Bernhard A1 - Luttenberger, Silke A1 - Lazarides, Rebecca A1 - Jones, M. Gail A1 - Paechter, Manuela T1 - Editorial: Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span T2 - Frontiers in psychology KW - attributions KW - self-concept KW - motivation KW - gender-sensitive didactics KW - occupational choices Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.02758 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER -