@article{LazaridesBuchholz2019,
  author    = {Lazarides, Rebecca and Buchholz, Janine},
  title     = {Student-perceived teaching quality},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {61},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2019.01.001},
  pages     = {45 -- 59},
  year      = {2019},
  abstract  = {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.},
  language  = {en}
}
@article{KuechollLazarides2021,
  author    = {K{\"u}choll, Denise and Lazarides, Rebecca},
  title     = {Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  volume    = {24},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  number    = {4},
  publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-021-01021-8},
  pages     = {985 -- 1006},
  year      = {2021},
  abstract  = {The reflection of practical experiences of teaching enables preservice teachers to combine aspects of theoretical and practical knowledge. Therefore, the current study investigates the meaning of the medium-that means video compared to text-based reflections-and the type of situations-that are positive or difficult situations of teaching-and relations to preservice teachers' reflective processes. Also, levels of reflections are investigated. In our study, we examine reflections of 55 preservice teachers using a quasi-experimental design. Qualitative content analysis shows that preservice teachers reflect deep levels of teaching while using videos of peers in situations that they evaluated as positive experiences in school. However, when rating situations that were evaluated as challenging preservice teachers reflected deep levels when using videos of peers as well as text-based reflections. Implications of the study for teacher training in reflection are discussed.},
  language  = {de}
}
@article{LazaridesSchiefele2021,
  author    = {Lazarides, Rebecca and Schiefele, Ulrich},
  title     = {The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {76},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101489},
  pages     = {16},
  year      = {2021},
  abstract  = {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.},
  language  = {en}
}
@article{LazaridesDickeRubachetal.2020,
  author    = {Lazarides, Rebecca and Dicke, Anna-Lena and Rubach, Charlott and Eccles, Jacquelynne Sue},
  title     = {Profiles of motivational beliefs in math},
  series = {The journal of educational psychology},
  volume    = {112},
  journal   = {The journal of educational psychology},
  number    = {1},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000368},
  pages     = {70 -- 92},
  year      = {2020},
  abstract  = {Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood.},
  language  = {en}
}
@article{BakadorovaLazaridesRaufelder2020,
  author    = {Bakadorova, Olga and Lazarides, Rebecca and Raufelder, Diana},
  title     = {Effects of social and individual school self-concepts on school engagement during adolescence},
  series = {European journal of psychology of education : a journal of education and development},
  volume    = {35},
  journal   = {European journal of psychology of education : a journal of education and development},
  number    = {1},
  publisher = {Springer Nature},
  address   = {Lisboa},
  issn      = {0256-2928},
  doi       = {10.1007/s10212-019-00423-x},
  pages     = {73 -- 91},
  year      = {2020},
  abstract  = {While school self-concept is an important facilitator of a student's school engagement, previous studies rarely investigated whether it may also explain the change in students' school engagement during secondary school. Moreover, as social relations play an increasingly important role in adolescence, the current research distinguishes between the social and individual school self-concepts of a student. Whereas individual school self-concept uses the perception of a student's own ability in the past in order to estimate perceived current ability, social school self-concept refers to the comparison of a student's own perceived current ability with the current perceived abilities of others. We examined the role of students' individual and social school self-concepts in the development of behavioral and emotional school engagement during the period from grade 8 to grade 9. The sample consisted of 1088 German adolescents at the first measurement time (M-age = 13.70, SD = 0.53; 53.9\% girls). The findings suggested a significant decline in both emotional and behavioral school engagement over the span of 1.5 years. In addition, social-but not individual-school self-concept was associated with the change in both dimensions of school engagement over time, such as it may intensify a student's decline in school engagement levels. This might be due to the fact that students with a high social school self-concept tend to increasingly emphasize competition and comparison and strive for high grades, which lowers students' school participation and identification in the long term.},
  language  = {en}
}
@article{HachfeldLazarides2020,
  author    = {Hachfeld, Axinja and Lazarides, Rebecca},
  title     = {The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes},
  series = {European journal of psychology of education},
  volume    = {36},
  journal   = {European journal of psychology of education},
  number    = {4},
  publisher = {Springer},
  address   = {New York},
  issn      = {0256-2928},
  doi       = {10.1007/s10212-020-00501-5},
  pages     = {1159 -- 1179},
  year      = {2020},
  abstract  = {Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in "German-as-a-second-language" speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers' behaviors and students' perceptions of teaching quality.},
  language  = {en}
}
@article{RichterLazaridesRichter2021,
  author    = {Richter, Eric and Lazarides, Rebecca and Richter, Dirk},
  title     = {Four reasons for becoming a teacher educator},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {102},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103322},
  pages     = {9},
  year      = {2021},
  abstract  = {We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.},
  language  = {en}
}
@article{LazaridesSchiefele2021,
  author    = {Lazarides, Rebecca and Schiefele, Ulrich},
  title     = {Teacher motivation},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {76},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101543},
  pages     = {3},
  year      = {2021},
  language  = {en}
}
@article{LazaridesSchiepeTiska2022,
  author    = {Lazarides, Rebecca and Schiepe-Tiska, Anja},
  title     = {Heterogeneity of motivational characteristics in classroom},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {25},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {2},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-022-01082-3},
  pages     = {249 -- 267},
  year      = {2022},
  abstract  = {An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice.},
  language  = {en}
}
@article{LazaridesWattRichardson2020,
  author    = {Lazarides, Rebecca and Watt, Helen M. G. and Richardson, Paul W.},
  title     = {Teachers' classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career},
  series = {Learning and instruction},
  volume    = {69},
  journal   = {Learning and instruction},
  publisher = {Elsevier Science},
  address   = {Amsterdam [u.a.]},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2020.101346},
  pages     = {14},
  year      = {2020},
  abstract  = {Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers' classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.},
  language  = {en}
}
@article{HettingerLazaridesRubachetal.2021,
  author    = {Hettinger, Katharina and Lazarides, Rebecca and Rubach, Charlott and Schiefele, Ulrich},
  title     = {Teacher classroom management self-efficacy},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {103},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103349},
  pages     = {10},
  year      = {2021},
  abstract  = {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.},
  language  = {en}
}
@article{OppermannLazarides2021,
  author    = {Oppermann, Elisa and Lazarides, Rebecca},
  title     = {Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {103},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103351},
  pages     = {12},
  year      = {2021},
  abstract  = {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.},
  language  = {en}
}
@article{LazaridesGniewosz2024,
  author    = {Lazarides, Rebecca and Gniewosz, Burkhard},
  title     = {Modelling develpoment and change of motivational beliefs},
  series = {Motivation and emotion in learning and teaching across educational contexts : theoretical and methodological perspectives and empirical insights},
  journal   = {Motivation and emotion in learning and teaching across educational contexts : theoretical and methodological perspectives and empirical insights},
  publisher = {Routledge},
  address   = {New York},
  isbn      = {978-1-032-30109-9},
  doi       = {10.4324/9781003303473-15},
  pages     = {197 -- 212},
  year      = {2024},
  abstract  = {This chapter provides an overview of methods to capture developments and changes in motivational beliefs. Motivational research has recently begun to venture beyond just examining average developmental trends in motivational variables by starting to investigate how developmental changes in motivational variables differ between and within individuals in different learning situations and across contexts. Although studies have started to uncover differences in motivational changes, a systematic overview of suitable methods for capturing motivational differences in developmental processes is still missing. In this chapter, we review key methods of change modelling, bringing together variable-centred approaches, such as growth modelling and true intraindividual change (TIC) models, and person-centred approaches, such as latent transition and growth mixture models. We illustrate the value of the reviewed statistical methods for the analysis of context-specific motivational changes by reviewing recent empirical studies that identify different patterns and trajectories of such motivational beliefs across time. Our focus is thereby on research grounded in situated expectancy-value theory as a core theory in motivational research.},
  language  = {en}
}
@article{SteinmayrLazaridesWeidingeretal.2021,
  author    = {Steinmayr, Ricarda and Lazarides, Rebecca and Weidinger, Anne Franziska and Christiansen, Hanna},
  title     = {Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  volume    = {35},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  number    = {2-3},
  publisher = {Hogrefe Verlag},
  address   = {G{\"o}ttingen},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000306},
  pages     = {85 -- 106},
  year      = {2021},
  abstract  = {Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.},
  language  = {en}
}
@article{RubachLazaridesLohseBossenz2019,
  author    = {Rubach, Charlott and Lazarides, Rebecca and Lohse-Bossenz, Hendrik},
  title     = {Engagement der Klassenlehrkr{\"a}fte in der Zusammenarbeit mit Eltern und Motivation Lernender in der Sekundarstufe},
  series = {Journal for educational research online},
  volume    = {11},
  journal   = {Journal for educational research online},
  number    = {2},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  issn      = {1866-6671},
  doi       = {0111-pedocs-180034},
  pages     = {61 -- 85},
  year      = {2019},
  abstract  = {Die gelingende Zusammenarbeit von Eltern und Lehrkr{\"a}ften gilt als eine wichtige Voraussetzung f{\"u}r den schulischen Bildungserfolg Lernender und wirkt sich zudem positiv auf die Beziehung von Lehrkr{\"a}ften und Lernenden aus. Der vorliegende Beitrag untersucht, inwiefern das Engagement von Klassenlehrkr{\"a}ften in der Zusammenarbeit mit Eltern, operationalisiert {\"u}ber angebotene formelle und informelle Kontakte, sowie die von Lernenden wahrgenommene Lehrer-Sch{\"u}ler-Beziehung mit der intrinsischen Motivation Lernender in Zusammenhang stehen. Ausgewertet wurden Daten von 881 Sch{\"u}lerinnen und Sch{\"u}lern aus 39 neunten und zehnten Klassen aus 13 Schulen der Sekundarstufe (Gymnasien und Integrierte Sekundarschulen). Manifestlatente Mehrebenenmodelle zeigen signi?' kant positive Zusammenh{\"a}nge zwischen der von Lehrkr{\"a}ften angebotenen Vielfalt formeller Kontakte und der intrinsischen Motivation der Lernenden auf Klassenebene. Auf Individualebene zeigen sich signi?' kante positive Zusammenh{\"a}nge zwischen der von Lernenden berichteten Lehrer-Sch{\"u}ler-Beziehung und der intrinsischen Motivation.},
  language  = {de}
}
@article{RubachLazarides2019,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Empirische Arbeit: Bedingungen und Auswirkungen des elterlichen Engagements im h{\"a}uslichen und schulischen Umfeld},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {66},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2019.art08d},
  pages     = {81 -- 100},
  year      = {2019},
  abstract  = {Ziel der Studie ist die Untersuchung der individuellen und schulbezogenen Bedingungen der elterlichen h{\"a}uslichen Unterst{\"u}tzung schulbezogener Lernprozesse von Sch{\"u}lerinnen und Sch{\"u}lern der Sekundarstufe I. Des Weiteren wurde untersucht, inwieweit diese Unterst{\"u}tzung mit der Ver{\"a}nderung der intrinsischen Motivation und des akademischen Selbstkonzeptes der Lernenden einhergeht. Der Beitrag zum Forschungsstand liegt neben der l{\"a}ngsschnittlichen Untersuchung in der Analyse m{\"o}glicher Moderatoren der Zusammenh{\"a}nge. F{\"u}r die Analysen wurden Fragebogendaten von n=157 Lernenden (MAlter=14.5) sowie deren Eltern genutzt. Als zentrales Ergebnis zeigt sich, dass Eltern ihre Kinder h{\"a}uslich unterst{\"u}tzen, wenn Eltern ihr eigenes Schulengagement als n{\"u}tzlich wahrnehmen. Die Unterst{\"u}tzung im h{\"a}uslichen Umfeld steht in positivem Zusammenhang zur Ver{\"a}nderung der intrinsischen Motivation. Sowohl die von Eltern wahrgenommene Kooperationsbereitschaft der Klassenlehrkraft als auch die Vielfalt des elterlichen Engagements im schulischen Umfeld moderieren den Zusammenhang zwischen h{\"a}uslicher Unterst{\"u}tzung durch Eltern und dem akademischen Selbstkonzept. Limitationen wie die Verzerrung der Elternstichprobe sowie praktische Implikationen werden diskutiert.},
  language  = {de}
}
@article{LazaridesDietrichTaskinen2018,
  author    = {Lazarides, Rebecca and Dietrich, Julia and Taskinen, Paeivi H.},
  title     = {Stability and change in students' motivational profiles in mathematics classrooms},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {79},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2018.12.016},
  pages     = {164 -- 175},
  year      = {2018},
  abstract  = {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.},
  language  = {en}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Emotionen in Schule und Unterricht},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.3},
  pages     = {8 -- 16},
  year      = {2021},
  abstract  = {Ein wichtiges Ziel schulischer Bildung ist es, neben der kognitiven Entwicklung auch die Entwicklung nicht-kognitiver Lernmerkmale wie die Lernfreude von Sch{\"u}lerinnen und Sch{\"u}lern zu f{\"o}rdern (Hagenauer \& Hascher, 2018; Prenzel, 2012; Schiepe-Tiska, L{\"u}dtke, Seidel \& Prenzel, 2016). Damit einher geht die Herausforderung f{\"u}r Lehrkr{\"a}fte und Schulen, Lernprozesse so zu gestalten, dass Sch{\"u}lerinnen und Sch{\"u}ler den Prozess der Wissensaneignung als freudvoll erleben und individuell Neugier und Spaß am Lernen entwickeln k{\"o}nnen. Lern-und Leistungsemotionen von Sch{\"u}lerinnen und Sch{\"u}lern haben eine maßgebliche Bedeutung f{\"u}r erfolgreiche Lernprozesse - sie gelten als leistungsf{\"o}rderlich, beg{\"u}nstigen schulisches Wohlbefinden und bef{\"o}rdern die aktive Teilnahme von Lernenden am Unterricht},
  language  = {de}
}
@article{LazaridesBuchholzRubach2017,
  author    = {Lazarides, Rebecca and Buchholz, Janine and Rubach, Charlott},
  title     = {Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms},
  series = {Teaching and Teacher Education},
  volume    = {69},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2017.08.017},
  pages     = {1 -- 10},
  year      = {2017},
  abstract  = {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.},
  language  = {en}
}
@article{KellerLazarides2021,
  author    = {Keller, Melanie M. and Lazarides, Rebecca},
  title     = {Effekte von Lehreremotionen auf Unterrichtsgestaltung und Sch{\"u}leremotionen},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.8},
  pages     = {108 -- 127},
  year      = {2021},
  abstract  = {Emotionen von Lehrkr{\"a}ften gelten als wichtige Voraussetzung f{\"u}r eine effektive Unterrichtsgestaltung (Sutton \& Wheatley, 2003), f{\"u}r das emotionale Erleben Lernender im Unterricht (Frenzel, Goetz, L{\"u}dtke, Pekrun, \& Sutton, 2009; Tam et al., 2019), aber auch f{\"u}r die Leistung Lernender (Kunter et al., 2013). Wie auch motivationale und kognitive Merkmale pr{\"a}gen die Emotionen von Lehrkr{\"a}ften folglich das berufliche Handeln von Lehrkr{\"a}ften maßgeblich (Kunter \& Holzberger, 2014). Ein profundes Verst{\"a}ndnis der Konsequenzen von Lehreremotionen f{\"u}r die Lehr-Lernprozesse von Sch{\"u}lerinnen und Sch{\"u}lern ist daher von zentraler Bedeutung, um Bedingungen erfolgreichen Unterrichtens zu verstehen. Verschiedene empirische Arbeiten haben vor diesem Hintergrund die Wirkungen einzelner...},
  language  = {de}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Freude und Angst von Sch{\"u}lerinnen und Sch{\"u}lern},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.11},
  pages     = {169 -- 191},
  year      = {2021},
  abstract  = {Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam f{\"u}r die Motivation, das Wohlbefinden, die Leistungen als auch f{\"u}r die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Sch{\"u}lerinnen und Sch{\"u}lern (als {\"U}berblick siehe Frenzel, Goetz, \& Pekrun, 2015; Hascher \& Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, \& L{\"u}dtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, \& Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow \& Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen f{\"u}r den langfristigen Bildungserfolg von Lernenden ist...},
  language  = {de}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Freude und Angst von Sch{\"u}lerinnen und Sch{\"u}lern},
  publisher = {Budrich},
  address   = {Opladen},
  doi       = {10.2307/j.ctv1f70kr0.11},
  pages     = {169 -- 191},
  year      = {2021},
  abstract  = {Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam f{\"u}r die Motivation, das Wohlbefinden, die Leistungen als auch f{\"u}r die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Sch{\"u}lerinnen und Sch{\"u}lern (als {\"U}berblick siehe Frenzel, Goetz, \& Pekrun, 2015; Hascher \& Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, \& L{\"u}dtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, \& Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow \& Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen f{\"u}r den langfristigen Bildungserfolg von Lernenden ist...},
  language  = {de}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Emotionen in Schule und Unterricht Ausblick f{\"u}r Forschung und Praxis},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.16},
  pages     = {284 -- 291},
  year      = {2021},
  language  = {de}
}
@article{LazaridesFauthGaspardetal.2021,
  author    = {Lazarides, Rebecca and Fauth, Benjamin and Gaspard, Hanna and G{\"o}llner, Richard},
  title     = {Teacher self-efficacy and enthusiasm},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {73},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2020.101435},
  pages     = {10},
  year      = {2021},
  abstract  = {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.},
  language  = {en}
}