TY  - JOUR
A1  - Oppermann, Elisa
A1  - Lazarides, Rebecca
T1  - Elementary school teachers' self-efficacy, student-perceived support and students’ mathematics interest
JF  - Teaching and teacher education : an international journal of research and studies
N2  - Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.
KW  - Interest
KW  - Teacher support
KW  - Teacher self-efficacy
KW  - Elementary school
KW  - Multilevel analyses
KW  - Mathematics
Y1  - 2021
U6  - https://doi.org/10.1016/j.tate.2021.103351
SN  - 0742-051X
SN  - 1879-2480
VL  - 103
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Dicke, Anna-Lena
A1  - Rubach, Charlott
A1  - Oppermann, Elisa
A1  - Eccles, Jacquelynne S.
T1  - Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy
BT  - value theoretical framework
JF  - Developmental psychology
N2  - This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions. We focused on students who participated in the data collection in Grades 10 and 12 (N = 911; 56.1% female; M-age = 16.49, SD = .63; 91.2% European American, 4.6% African American, and 2.1% other ethnic groups such as Hispanic, Asian, Native American). Data on subsequent college majors were assessed 2, 6, and 10 years after finishing high school and data on occupational outcomes was assessed up to 22 years after high school. Using Latent Profile Analyses, our findings revealed five profiles in grade 10 and four profiles in grade 12, which were meaningfully related to student gender. Latent Transition Analyses showed that motivational beliefs became more hierarchical over time. Gendered changes in profile membership occurred, with boys experiencing a process of specialization into mathematics domains. We were also able to show that gender-specific intraindividual hierarchies of motivational beliefs were related to gender-specific specialization processes in adolescence and to subsequent gendered choices throughout the life course.
KW  - task value
KW  - self-concept
KW  - gender
KW  - intraindividual hierarchies of motivation
KW  - latent transition analysis
Y1  - 2021
U6  - https://doi.org/10.1037/dev0001250
SN  - 0012-1649
SN  - 1939-0599
VL  - 57
IS  - 11
SP  - 1893
EP  - 1909
PB  - American Psychological Association
CY  - Washington
ER  -