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Teacher self-efficacy is highly relevant for effective teaching, student academic development, and teachers’ wellbeing, as theoretical work (Bandura, 1997; Tschannen-Moran et al., 1998) and empirical studies (i.e., Burić & Kim, 2020; Klassen & Chiu, 2010; van Uden et al., 2013) have shown associations with effective classroom management, student support, student motivation, and teachers’ job satisfaction. Given the importance of teacher self-efficacy for teaching and learning, it is interesting to note that existing research is limited in several aspects – first, longitudinal studies on the relations between teacher self-efficacy and student academic outcomes are widely missing; second, empirical studies often assess teacher self-efficacy as a one-dimensional construct, neglecting its multidimensional character; third, studies often only focus on either the students’ or the teachers’ perspective on teaching and thus do not include simultaneously multiple sources of information on teaching practices as a consequence of teacher self-efficacy; fourth, research often does not systematically consider the effects of teacher self-efficacy on students’ academic outcomes at both the group and individual level. Against this backdrop, this dissertation presents three longitudinal studies that aim to contribute to a more detailed perspective on teacher self-efficacy by examining systematically and longitudinally the relations between multiple dimensions of teacher self-efficacy and theoretically aligned teaching quality facets as perceived by teachers and students, as well as their relations to students’ motivational-affective outcomes – more concretely, their relations to students’ interest, enjoyment, and self-efficacy in a multi-level analysis approach. Study 1 examines the longitudinal relations between teacher self-efficacy for classroom management and student-perceived monitoring and social relatedness, and investigates whether the two student-reported teaching dimensions explain the relations between teacher self-efficacy for classroom management and student enjoyment using multi-level analyses. Study 2 examines longitudinally how teacher self-efficacy for student engagement relates to student interest through student- and teacher-perceived emotional support. Also, including student and teacher perspectives on teaching, Study 3 examines the longitudinal relations between specific facets of teacher self-efficacy for classroom management and classroom discipline, teacher self-efficacy for instructional strategies and cognitive activation, teacher self-efficacy for student engagement and competence support, teacher self-efficacy for emotional support and social relatedness, as well as teacher self-efficacy for student-oriented teaching and learning goal-oriented instruction with students’ enjoyment and self-efficacy. Furthermore, in Studies 2 and 3 the cross-level mediation effects of longitudinal relations with teacher self-efficacy on student motivational-affective characteristics via teaching practices are examined in order to address the lack of empirical studies disentangling the relations for specifically individual- vs. group-level effects. The limitations and implications are discussed in terms of their theoretical and practical relevance for school practice, teacher education, and teacher training.
Lesemotivation ist von Bedeutung für Leseleistung und ist interindividuell unterschiedlich ausgeprägt. Jedoch ist bislang wenig bekannt über Veränderungen unterschiedlicher Lesemotivationsmuster und die Bedeutung des Geschlechts, der Leseleistung und der Unterrichtsgestaltung für solche Veränderungen. Mittels dieser Erkenntnisse könnten adaptive Lernangebote ausgeweitet werden. Die vorliegende Längsschnittstudie greift diese Frage auf und untersucht basierend auf Daten von N = 1313 Lernenden (50,0 % Mädchen) in der 5. und 6. Jahrgangsstufe, wie sich Wertüberzeugungen und Leseselbstkonzept interindividuell unterschiedlich verändern. Latente Profilanalysen verweisen auf drei motivationale Muster zu beiden Zeitpunkten: ‚Geringer intrinsischer Wert‘, ‚Moderate Lesemotivation‘ und ‚Hohe Lesemotivation‘. Hohe Lehrkraftunterstützung trägt dazu bei, dass Lernende im Verlauf des fünften Schuljahres in das Profil ‚Hohe Lesemotivation‘ statt in das Motivationsprofil ‚Geringer intrinsischer Wert‘ wechseln. Mädchen und Lernende mit hoher Leseleistung wechseln eher in das Profil ‚Hohe Lesemotivation‘ statt in das Profil ‚Moderate Lesemotivation‘. Implikationen für Unterricht werden diskutiert.
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.