Selbstwirksamkeit im Lehrberuf. Entstehung und Veränderung sowie Effekte auf Gesundheit und Unterricht

Bach, Andreas

doi:10.31244/9783830995166

Cited by 11 publications

(31 citation statements)

References 759 publications

(1,855 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the teaching profession, high self-efficacy is an essential personal resource for coping with professional challenges and is related to teaching quality as well as student learning and motivation. This has been demonstrated in many studies, particularly in relation to self-efficacy for instructional strategies, classroom management, and student engagement (for an overview, see Bach 2022;Zee and Koomen 2016).…”

Section: Introductionmentioning

confidence: 87%

“…According to Bandura (1997), individuals form their self-efficacy beliefs by interpreting information about their abilities from four major sources: mastery experiences, vicarious experiences, verbal persuasions, and physiological and affective states (Morris et al 2017). The fourth source is also referred to as emotional states (Bach 2022) and is the relevant theoretical background for this study: Individuals draw conclusions about their abilities based on physiological and affective arousal (e.g., stress, anxiety) they experience while performing tasks. Bandura (1997) stressed the cognitive processing that determines what information is considered, how it is weighed, and what information is integrated into self-efficacy judgments.…”

Section: Emotional States As Sources Of Teachers' Self-efficacy Beliefsmentioning

confidence: 99%

“…Interestingly, few scholars of teacher education investigate the sources of self-efficacy beliefs even though it is consistently highlighted as a key research problem (Bach 2022;Fives and Buehl 2016;Lazarides and Warner 2020;Morris et al 2017). Given the predictive power of self-efficacy beliefs, more information about the formation of these beliefs is needed (Pfitzner-Eden 2016).…”

Section: Empirical Findings On Emotional States As Sources Of Self-ef...mentioning

confidence: 99%

“…This is precisely the case for the emotional nature of teaching, especially regarding early teaching experiences, which are challenging for novices (Klassen and Durksen 2014). Accordingly, findings from most studies demonstrate statistically significant effects of emotional states on pre-service teachers' self-efficacy beliefs (Bach 2022;Bach and Hagenauer 2021;O'Neill and Stephenson 2012;Pfitzner-Eden 2016;van Rooij et al 2019). Very few studies have failed to find support for a relationship between emotions and self-efficacy beliefs (DeMauro and Jennings 2016;Poulou 2007).…”

Section: Empirical Findings On Emotional States As Sources Of Self-ef...mentioning

confidence: 99%

“…In relation to teaching, there are only a few quantitative studies that consider sources in general, and physiological and emotional states in particular (for an overview, see Bach 2022; Lazarides and Warner 2020; Morris et al 2017). Notably, the source was also usually examined with a focus on negative emotions as an overall indicator reflecting negative affect (e.g., stress, anxiety, nervousness, and other negative emotions conceptualized as one general factor (Bach 2022;Hascher and Hagenauer 2016;Pfitzner-Eden 2016;van Rooij et al 2019)). Consequently, the source of information from which self-efficacy is based has rarely been identified and measured as distinct emotions such as joy, anger, and anxiety, all of which are experienced by pre-service teachers during a practicum.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Bach

Hagenauer²

2022

Z f Bildungsforsch

Self Cite

View full text Add to dashboard Cite

According to research relating to the sources of teacher self-efficacy, the relationship between emotions and self-efficacy beliefs has primarily been studied with a focus on negative emotions. Additionally, studies have utilized scales that only distinguish between positive and negative affect and do not allow for differentiation between emotions. Furthermore, the significance of distinct emotions has been inadequately addressed, although more detailed knowledge is needed to better understand the formation of self-efficacy beliefs. Based on a sample of pre-service teachers during their teaching practicum at an Austrian university and with the use of latent regression models, we examined the relationship between three concrete emotions (joy, anger, anxiety) and self-efficacy beliefs related to instructional strategies, classroom management, and student engagement. Findings indicated different associations: joy was positively associated with self-efficacy beliefs in all domains, while anger was negatively related to self-efficacy beliefs for student engagement. Anxiety was found to be negatively related to self-efficacy beliefs for classroom management and, in particular, instructional strategies. In conclusion, the results demonstrate significant relationships between both negative and positive emotions and pre-service teachers’ self-efficacy beliefs in the practicum.

show abstract

Section: Introductionmentioning

confidence: 87%

Section: Emotional States As Sources Of Teachers' Self-efficacy Beliefsmentioning

confidence: 99%

Section: Empirical Findings On Emotional States As Sources Of Self-ef...mentioning

confidence: 99%

Section: Empirical Findings On Emotional States As Sources Of Self-ef...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Bach

Hagenauer²

2022

Z f Bildungsforsch

Self Cite

View full text Add to dashboard Cite

show abstract

The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

Hagenauer,

Raufelder,

Ivanova

et al. 2024

Eur J Psychol Educ

View full text Add to dashboard Cite

The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers’ emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education.

show abstract

First-year student teachers—The change of their error orientation in connection with the teacher self-efficacy

Müller,

Böhnke,

Thiel

2023

Z Erziehungswiss

View full text Add to dashboard Cite

ZusammenfassungLehramtsstudierende im ersten Studienjahr verfügen nur über wenig Erfahrungswissen und Handlungskompetenz. Ihnen können daher im Rahmen ihrer ersten Praxisphase häufiger Fehler im Unterricht unterlaufen. Von Bedeutung ist daher, wie die Lehramtsstudierenden Fehler im Unterricht für sich bewerten: als Bedrohung (Misserfolg) oder Lerngelegenheit? In diesem Zusammenhang wird die Lehrkraftselbstwirksamkeit als relevante Coping-Ressource diskutiert. Ziel dieses Beitrags ist es, zu untersuchen, wie sich die Fehlerorientierung von Lehramtsstudierenden während des ersten Studienjahres verändert und welche Rolle die Lehrkraftselbstwirksamkeit dabei spielt. Angenommen wird, dass sich eine lernorientierte Fehlerorientierung entwickelt und sich ein positiver Effekt der Lehrkraftselbstwirksamkeit darauf zeigt. Die Lehramtsstudierenden wurden per Paper-Pencil zu Beginn des Bachelorstudiums (T1; N = 676) und am Ende des zweiten Fachsemesters (T2; N = 465) – nach einer vierwöchigen Praxisphase – befragt. Die Ergebnisse der Latent Change Analysen zeigten einen signifikanten Anstieg der lernorientierten Bewertung von Fehlern im Unterricht. Erwartungskonform war die Zunahme bei den Lehramtsstudierenden unterschiedlich stark ausgeprägt. Die Lehrkraftselbstwirksamkeit hatte hingegen erwartungswidrig einen signifikant negativen Effekt auf die Veränderung der lernorientierten Bewertung von Fehlern.

show abstract

Selbstwirksamkeit im Lehrberuf. Entstehung und Veränderung sowie Effekte auf Gesundheit und Unterricht

Cited by 11 publications

References 759 publications

Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

First-year student teachers—The change of their error orientation in connection with the teacher self-efficacy

Contact Info

Product

Resources

About