TY  - JOUR
A1  - Hettinger, Katharina
A1  - Lazarides, Rebecca
A1  - Rubach, Charlott
A1  - Schiefele, Ulrich
T1  - Teacher classroom management self-efficacy
BT  - longitudinal relations to perceived teaching behaviors and student enjoyment
JF  - Teaching and teacher education : an international journal of research and studies
N2  - 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.
KW  - teacher self-efficacy
KW  - teaching quality
KW  - classroom management
KW  - achievement emotions
Y1  - 2021
U6  - https://doi.org/10.1016/j.tate.2021.103349
SN  - 0742-051X
SN  - 1879-2480
VL  - 103
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Donat, Matthias
A1  - Knigge, Michel
A1  - Dalbert, Claudia
T1  - Being a good or a just teacher
BT  - Which experiences of teachers’ behavior can be more predictive of school bullying?
JF  - Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals
N2  - In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students’ bullying behavior and their personal belief in a just world (BJW). We considered students’ personal experience of teacher justice as a possible mediator in this relation and investigated whether the students’ experiences of their teachers’ classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers’ behavior toward them personally as being just, the less likely they were to report that they bullied others. The students’ personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students’ personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.
KW  - belief in a just world
KW  - bullying behavior
KW  - classroom management
KW  - multilevel modeling
KW  - teacher justice
Y1  - 2018
U6  - https://doi.org/10.1002/ab.21721
SN  - 0096-140X
SN  - 1098-2337
VL  - 44
IS  - 1
SP  - 29
EP  - 39
PB  - Wiley
CY  - Hoboken
ER  -