Longitudinal relations between teaching-related motivations and student-reported teaching quality
Longitudinal relations between teaching-related motivations and student-reported teaching quality
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教学相关动机与学生报告的教学质量之间的纵向关系
DOI：
10.1016/j.tate.2017.03.023
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发表时间：
2017
影响因子：
3.9
通讯作者：
M. Dresel
中科院分区：
文献类型：
--
作者：
Anna;Fani Lauermann;R. Klassen;O. Dickhäuser;S. Janke;M. Dresel
与教学有关的动机通常被认为会影响教学质量；然而，关于这种影响的方向性的经验证据很少。因此，本研究考察了与教学相关的动机(自我效能感和教学热情)和学生报告的教学质量(课堂管理、学习支持和认知激活)之间的相互联系。对三个时间点(最初样本为165名中学数学教师及其4273名学生)进行的两水平交叉滞后面板分析显示，当考虑到教师稳定的个体间差异时，没有显著的交叉滞后效应。我们的发现表明，随着时间的推移，教师的动机非常稳定。
Teaching-related motivations are often assumed to influence teaching quality; however, the empirical evidence regarding the directionality of such influences is scarce. The present study thus examined the reciprocal links between teaching-related motivations (self-efficacy and enthusiasm for teaching) and student-reported teaching quality (classroom management, learning support, and cognitive activation). Two-level cross-lagged panel analyses across three time points (with an initial sample of 165 secondary-level mathematics teachers and their 4273 students) revealed no significant cross-lagged effects when teachers' stable inter-individual differences are taken into account. Our findings suggest that teachers' motivations are remarkably stable over time.
影响因子：
6.2
作者：
Praetorius;Reusser;Rakoczy;Klieme
通讯作者：
Klieme