Teacher classroom management self-efficacy: Longitudinal relations to perceived teaching behaviors and student enjoyment

被引：28

作者：

Hettinger, Katharina ^{[1
]}

Lazarides, Rebecca ^{[1
]}

Rubach, Charlott ^{[2
]}

Schiefele, Ulrich ^{[3
]}

机构：

[1] Univ Potsdam, Dept Educ, Potsdam, Germany

[2] Univ Calif Irvine, Sch Educ, Irvine, CA USA

[3] Univ Potsdam, Dept Psychol, Potsdam, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 103卷

关键词：

Teacher self-efficacy; Teaching quality; Classroom management; Achievement emotions; INSTRUCTIONAL QUALITY; MULTILEVEL; MATHEMATICS; CONCEPTUALIZATION; TRANSMISSION; ACHIEVEMENT; PERCEPTIONS; ELEMENTARY; COMPETENCE; DIMENSIONS;

D O I：

10.1016/j.tate.2021.103349

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (c) 2021 Elsevier Ltd. All rights reserved.

引用

页数：10

共 69 条

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Brophy J.E., 2000, TEACHING

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