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Does constructing multiple solutions for real-world problems affect self-efficacy
Schukajlow, Stanislaw; Achmetli, Kay; Rakoczy, Katrin
Journal Article
| In: Educational Studies in Mathematics | 2019
38726 Endnote
Author(s):
Schukajlow, Stanislaw; Achmetli, Kay; Rakoczy, Katrin
Title:
Does constructing multiple solutions for real-world problems affect self-efficacy
In:
Educational Studies in Mathematics, 100 (2019) 1, S. 43-60
DOI:
10.1007/s10649-018-9847-y
URL:
https://link.springer.com/article/10.1007%2Fs10649-018-9847-y
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mathematikunterricht; Problemlösen; Problem; Realität; Unterrichtsmethode; Wirkung; Selbstwirksamkeit; Kompetenz; Wahrnehmung; Hypothese; Pfadanalyse; Modell; Unterrichtseinheit; Gesamtschule; Schüler; Schuljahr 09; Befragung; Fragebogen; Deutschland
Abstract (english):
The development of multiple solutions for a given problem is important for learning mathematics. In the present intervention study, we analyzed whether prompting students to construct multiple solutions (more precisely: prompting them to apply multiple mathematical procedures to real-world problems) and prior self-efficacy influenced students' self-efficacy directly as well as indirectly via perceived competence. Students' self-efficacy (N = 304) was measured before and after a 4-lesson teaching unit, and students' perceived competence was measured during the unit. Results of the path model showed that although prompting multiple solutions did not positively affect self-efficacy, indirect effects of teaching method on self-efficacy were found. Students who were asked to develop multiple solutions perceived higher competence and reported higher self-efficacy than students who were required to provide one solution. These indirect effects were significant for students with low prior self-efficacy and nonsignificant for students with high prior self-efficacy, indicating the moderating effect of prior self-efficacy. This finding indicates that students with unfavorable learning prerequisites such as low self-efficacy might benefit from teaching methods that require them to construct multiple solutions. Further, students with low prior self-efficacy reported lower competence during the lessons regardless of whether they were asked to develop one or multiple solutions; they also reported lower self-efficacy at posttest prior self-efficacy was controlled for. Our findings therefore indicate that disadvantages for students with low prior self-efficacy for the further development of self-efficacy during learning might be balanced by teaching students to construct multiple solutions. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in […]
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Journal Article
| In: Social Psychology of Education | 2018
38956 Endnote
Author(s):
Fauth, Benjamin; Decristan, Jasmin; Rieser, Svenja; Klieme, Eckhard; Büttner, Gerhard
Title:
Exploring teacher popularity. Associations with teacher characteristics and student outcomes in primary school
In:
Social Psychology of Education, 21 (2018) 5, S. 1225-1249
DOI:
10.1007/s11218-018-9462-x
URL:
https://link.springer.com/article/10.1007%2Fs11218-018-9462-x
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Grundschullehrer; Charakter; Persönlichkeit; Schüler-Lehrer-Beziehung; Grundschule; Grundschüler; Einstellung <Psy>; Wirkung; Unterricht; Qualität; Lernerfolg; Fachkompetenz; Überzeugung; Selbstwirksamkeit; Schuljahr 03; Naturwissenschaftlicher Unterricht; Unterrichtsbeobachtung; Befragung; Längsschnittuntersuchung; Regressionsanalyse; Deutschland
Abstract:
In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student […]
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Journal Article
| In: Teaching and Teacher Education | 2018
37736 Endnote
Author(s):
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Title:
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
In:
Teaching and Teacher Education, 69 (2018) 1, S. 1-10
DOI:
10.1016/j.tate.2017.08.017
URN:
urn:nbn:de:0111-pedocs-155971
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-155971
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mathematiklehrer; Freude; Selbstwirksamkeit; Verhalten; Wirkung; Schüler; Motivation; Überzeugung; Wahrnehmung; Mathematikunterricht; Gymnasium; Integrierte Sekundarschule; Schuljahr 09; Schuljahr 10; Lernziel; Wertorientierung; Unterrichtsklima; Klassenführung; Strukturgleichungsmodell; Berlin
Abstract (english):
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 selfefficacy 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. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
(Wie) wirkt formatives Assessment in Mathematik auf Leistung und Interesse von Lernenden?
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Schütze, Birgit; Besser, Michael
Book Chapter
| Aus: Kompetenzzentrum Schulpsychologie BW (Hrsg.): Psychosoziale Faktoren von Unterrichtsqualität | Stuttgart: Kompetenzzentrum Schulpsychologie Baden-Württemberg | 2018
38891 Endnote
Author(s):
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Schütze, Birgit; Besser, Michael
Title:
(Wie) wirkt formatives Assessment in Mathematik auf Leistung und Interesse von Lernenden?
In:
Kompetenzzentrum Schulpsychologie BW (Hrsg.): Psychosoziale Faktoren von Unterrichtsqualität, Stuttgart: Kompetenzzentrum Schulpsychologie Baden-Württemberg, 2018 (Infobrief Schulpsychologie BW, 18-1), S. 1-7
URL:
http://www.kompetenzzentrum-schulpsychologie-bw.de/site/pbs-bw-new/get/params_Dattachment/5419678/Rakoczy_InfobriefSchulpsychBW18-1.pdf
Publication Type:
4. Beiträge in Sammelbänden; Sonstiges
Language:
Deutsch
Keywords:
Mathematikunterricht; Schüler; Leistungsbeurteilung; Feedback; Wirkung; Leistungssteigerung; Interesse; Selbstwirksamkeit; Intervention; Schuljahr 09; Leistungstest; Schülerleistung; Wahrnehmung; Projekt; Quasi-Experiment; Hessen; Deutschland
Abstract:
Sowohl Bildungsforscher/innen als auch Praktiker/innen sehen eine große Chance in Ansätzen des formativen Assessments. Obgleich seine Wirkung in zahlreichen Studien belegt werden konnte, bedarf es weiterer Klärung, wie die berichteten Erfolge erzielt werden können. Erst wenn klar ist, wie formatives Assessment aufgebaut sein sollte (siehe Abschnitt 2) und welche individuellen Wahrnehmungs- und Verarbeitungsprozesse der Lernenden die Wirkung zu erklären helfen (siehe Abschnitt 3), können Rückschlüsse auf die Unterrichtspraxis gezogen werden. Das von der Deutschen Forschungsgemeinschaft geförderte Projekt Conditions and Consequences of Classroom Assessment (Co2CA) beschäftigte sich in mehreren Teilstudien mit der Gestaltung und Wirkung von formativem Assessment im Unterrichtsfach Mathematik (für einen Überblick über das Projekt siehe Rakoczy, Klieme, Leiß & Blum, 2017). In Abschnitt 4 werden entsprechende Ergebnisse aus der Interventionsstudie des Projekts vorgestellt. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Emotions and motivation in mathematics education
Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard (Hrsg.)
Compilation Book
| Berlin: Springer | 2017
37396 Endnote
Editor(s)
Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard
Title:
Emotions and motivation in mathematics education
Published:
Berlin: Springer, 2017 (ZDM Mathematics Education, 49, No. 3)
URL:
https://link.springer.com/journal/11858/49/3/page/1
Publication Type:
2. Herausgeberschaft; Zeitschriftensonderheft
Language:
Englisch
Keywords:
Angst; Bildungsforschung; Emotion; Empirische Forschung; Forschungsstand; Freude; Interesse; Langeweile; Lernerfolg; Mathematikunterricht; Motivation; Problemlösen; Selbstkonzept; Selbstregulation; Selbstwirksamkeit
Abstract:
Emotions and motivation are important prerequisites, mediators, and outcomes of learning and achievement. In this article, we first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a discussion of how classroom instruction can support emotions and motivation. Based on this review, we encourage researchers from mathematics education and other disciplines of educational research to combine their efforts. Second, we provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, we consider the neglect of intervention studies and outline directions for future research. We identify intervention studies that target emotions and motivation as one promising but so far underrepresented line of research in mathematics education and review results from existing intervention studies. For future research, we suggest that researchers should implement fine-grained concepts, assessment instruments, theoretical hypotheses, and methods of analysis tailored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Political efficacy in adolescence. Development, gender differences, and outcome relations
Arens, A. Katrin; Watermann, Rainer
Journal Article
| In: Developmental Psychology | 2017
36974 Endnote
Author(s):
Arens, A. Katrin; Watermann, Rainer
Title:
Political efficacy in adolescence. Development, gender differences, and outcome relations
In:
Developmental Psychology, 53 (2017) 5, S. 933-948
DOI:
10.1037/dev0000300
URN:
urn:nbn:de:0111-pedocs-188377
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-188377
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Jugendalter; Adoleszenz; Jugendlicher; Politische Sozialisation; Politisches Bewusstsein; Selbstwirksamkeit; Wahrnehmung; Informationsverhalten; Wissen; Politik; Interesse; Geschlechtsspezifischer Unterschied; Längsschnittuntersuchung
Abstract:
The present study focuses on political efficacy in terms of students' competence self-perceptions related to the domain of politics. The investigation addresses the mean level development and longitudinal relations to outcome variables including gender differences. Drawing on a sample of N = 2,504 German students, political efficacy, along with meaningful outcome variables (i.e., political information behavior, political knowledge, and interest in politics), was measured at 2 measurement points, once in Grade 7 and once in Grade 10. Students' mean levels of political efficacy increased from the first to the second measurement point, and boys consistently displayed higher levels. Political efficacy demonstrated reciprocal relations to political information behavior and political knowledge, and showed a unidirectional relation to interest in politics across time. The pattern of outcome relations was invariant across gender. This study contributes to research and theory on political socialization in adolescence as it outlines temporal relations among, and gender differences in, facets of political socialization. Therefore, this study also offers new practical insights into effectively facilitating political education in adolescent students. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Training effects on teachers' feedback practice. The mediating function of feedback knowledge and […]
Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik
Journal Article
| In: ZDM Mathematics Education | 2017
37343 Endnote
Author(s):
Schütze, Birgit; Rakoczy, Katrin; Klieme, Eckhard; Besser, Michael; Leiss, Dominik
Title:
Training effects on teachers' feedback practice. The mediating function of feedback knowledge and the moderating role of self-efficacy
In:
ZDM Mathematics Education, 49 (2017) 3, S. 475-489
DOI:
10.1007/s11858-017-0855-7
URN:
urn:nbn:de:0111-pedocs-170420
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170420
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Leistungsbeurteilung; Mathematikunterricht; Leistungsbeurteilung; Feedback; Wissen; Selbstwirksamkeit; Mathematiklehrer; Lehrerfortbildung; Wirkung; Quasi-Experiment; Empirische Untersuchung; Bayern
Abstract (english):
Formative assessment has been identified as a promising intervention to support students' learning. How to successfully implement this means of assessment, however, is still an open issue. This study contributes to the implementation of formative assessment by analyzing the impact of a training measure on teachers' formative feedback practice, with a special focus on mediating and moderating variables. Research questions are as follows: (1) Is there an indirect training effect on teachers' instructional feedback practice via (a) teachers' declarative feedback knowledge and (b) the ability to generate feedback in a test situation? (2) Is this indirect effect moderated by teachers' self-efficacy? A total of 67 secondary education mathematics teachers participated in the study, taking part in professional development either on formative assessment and feedback (PD-FA) or on mathematical modelling and problem solving (PD-PM). Training was provided in two sessions (T1 and T2; each lasting 3 days) with 10 weeks in between T1 and T2. Teachers' self-efficacy regarding feedback was measured before T1 with a questionnaire. Declarative feedback knowledge and the ability to apply this knowledge were tested after T2. Teachers' instructional feedback practice was assessed with a student questionnaire (before T1 and 4-6 weeks after T2). Path analyses show that (1) there is no indirect training effect (PD-FA vs. PD-PM) on the development of teachers' feedback practices in mathematics instruction; but an indirect effect on the ability to generate feedback in a test situation via teachers' declarative feedback knowledge. Teachers participating in PD-FA show a higher level of declarative feedback knowledge than teachers in the PD-PM condition. Declarative feedback knowledge in turn is positively related to the ability to generate feedback in a test situation. (2) This indirect effect is moderated by teachers' self-efficacy. Teachers with a high level of self-efficacy are better able to use their knowledge to generate feedback in a test situation than teachers with a low level of self-efficacy. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
PISA 2015. Eine Studie zwischen Kontinuität und Innovation
Reiss, Kristina; Sälzer, Christine; Schiepe-Tiska, Anja; Klieme, Eckhard; Köller, Olaf (Hrsg.)
Compilation Book
| Münster: Waxmann | 2016
36828 Endnote
Editor(s)
Reiss, Kristina; Sälzer, Christine; Schiepe-Tiska, Anja; Klieme, Eckhard; Köller, Olaf
Title:
PISA 2015. Eine Studie zwischen Kontinuität und Innovation
Published:
Münster: Waxmann, 2016
URL:
https://www.waxmann.com/fileadmin/media/zusatztexte/3555Volltext.pdf
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Deutschland; Einstellung <Psy>; Eltern; Empirische Untersuchung; Entdeckendes Lernen; Forschendes Lernen; Fragebogen; Freude; Geschlechtsspezifischer Unterschied; Interesse; Internationale Organisation; Internationaler Vergleich; Jugendlicher; Kompetenzerwerb; Konzeption; Leistungsmessung; Lernbedingungen; Lernumgebung; Lesekompetenz; Mathematische Kompetenz; Migrationshintergrund; Motivation; Naturwissenschaftliche Kompetenz; Naturwissenschaftlicher Unterricht; OECD-Länder; Organisation; PISA <Programme for International Student Assessment>; Qualität; Querschnittuntersuchung; Reliabilität; Schulentwicklung; Schülerleistung; Schülerleistungstest; Schulform; Schulklima; Sekundarbereich; Selbstwirksamkeit; Skalierung; Soziale Herkunft; Stichprobe; Technologiebasiertes Testen; Teilnehmer; Testaufgabe; Testauswertung; Testdurchführung; Testkonstruktion; Testmethodik; Überzeugung; Validität; Veränderung; Wahrnehmung
Abstract:
Alle drei Jahre testet PISA den Stand der Grundbildung fünfzehnjähriger Jugendlicher in den Bereichen Naturwissenschaften, Mathematik und Lesen und untersucht so Stärken und Schwächen von Bildungssystemen im Vergleich der OECD-Staaten. Zentral ist dabei die Frage, inwieweit es den teilnehmenden Staaten gelingt, die Schülerinnen und Schüler während der Schulpflicht auf ihre weiteren Bildungs- und Berufswege vorzubereiten. Der nationale Berichtsband stellt die Ergebnisse aus PISA 2015 vor, die von den Schülerinnen und Schülern in Deutschland erreicht wurden, und setzt sie in Relation zu den Ergebnissen in anderen OECD-Staaten. Der Schwerpunkt der Erhebungen und Auswertungen liegt dabei auf den Naturwissenschaften. PISA 2015 bildet als sechste Erhebungsrunde des Programme for International Student Assessment der OECD zugleich den Abschluss des zweiten Zyklus der Studie und den Beginn der computerbasierten Testung. Unter Beibehaltung wesentlicher Standards der Datenerhebung und -auswertung wurden in PISA 2015 mit dem Erhebungsmodus am Computer, einem differenzierteren Skalierungsmodell und einem erweiterten Testdesign mehrere Neuerungen eingeführt. Sie tragen Veränderungen in der Lern- und Lebenswelt Rechnung und werden die Aussagekraft der PISA-Studien auf lange Sicht verbessern. Mit Blick auf diese Balance zwischen Kontinuität und Innovation werden die Befunde aus PISA 2015 in diesem Band eingeordnet und diskutiert. (DIPF/Verlag)
DIPF-Departments:
Bildungsqualität und Evaluation
The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) […]
Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Journal Article
| In: PLoS ONE | 2016
36332 Endnote
Author(s):
Scherer, Ronny; Jansen, Malte; Nilsen, Trude; Areepattamannil, Shaljan; Marsh, Herbert W.
Title:
The quest for comparability. Studying the invariance of the Teachers' Sense of Self-Efficacy (TSES) measure across countries
In:
PLoS ONE, (2016) , S. 0150829
DOI:
10.1371/journal.pone.0150829
URL:
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0150829
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitszufriedenheit; Befragung; Berufserfahrung; Empirische Untersuchung; Internationaler Vergleich; Klassenführung; Lehrer; Messung; OECD-Länder; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Unterricht; Verhalten
Abstract (english):
Teachers' self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used 'Teachers' Sense of Self-Efficacy (TSES)' measure across countries and provides a synergism between substantive research on teachers' self-efficacy and the novel methodological approach of exploratory structural equation modeling (ESEM). These challenges include adequately representing the conceptual overlap between the facets of self-efficacy in a measurement model (cross-loadings) and comparing means and factor structures across countries (measurement invariance). On the basis of the OECD Teaching and Learning International Survey (TALIS) 2013 data set comprising 32 countries (N = 164,687), we investigate the effects of cross-loadings in the TSES measurement model on the results of measurement invariance testing and the estimation of relations to external constructs (i.e., working experience, job satisfaction). To further test the robustness of our results, we replicate the 32-countries analyses for three selected sub-groups of countries (i.e., Nordic, East and South-East Asian, and Anglo-Saxon country clusters). For each of the TALIS 2013 participating countries, we found that the factor structure of the self-efficacy measure is better represented by ESEM than by confirmatory factor analysis (CFA) models that do not allow for cross-loadings. For both ESEM and CFA, only metric invariance could be achieved. Nevertheless, invariance levels beyond metric invariance are better achieved with ESEM within selected country clusters. Moreover, the existence of cross-loadings did not affect the relations between the dimensions of teachers' self-efficacy and external constructs. Overall, this study shows that a conceptual overlap between the facets of self-efficacy exists and can be well-represented by ESEM. We further argue for the cross-cultural generalizability of the corresponding measurement model. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Zum Zusammenhang von Einstellung und Selbstwirksamkeit von inklusiv arbeitenden […]
Bosse, Stefanie; Henke, Thorsten; Jäntsch, Christian; Lambrecht, Jennifer; Maaz, Kai; Vock, Miriam; […]
Book Chapter
| Aus: Liebers, Katrin;Landwehr, Brunhild;Reinhold, Simone;Riegler, Susanne;Schmidt, Romina (Hrsg.): Facetten grundschulpädagogischer und -didaktischer Forschung | Wiesbaden: Springer VS | 2016
36014 Endnote
Author(s):
Bosse, Stefanie; Henke, Thorsten; Jäntsch, Christian; Lambrecht, Jennifer; Maaz, Kai; Vock, Miriam; Schründer-Lenzen, Agi; Spörer, Nadine
Title:
Zum Zusammenhang von Einstellung und Selbstwirksamkeit von inklusiv arbeitenden Grundschullehrkräften
In:
Liebers, Katrin;Landwehr, Brunhild;Reinhold, Simone;Riegler, Susanne;Schmidt, Romina (Hrsg.): Facetten grundschulpädagogischer und -didaktischer Forschung, Wiesbaden: Springer VS, 2016 (Jahrbuch Grundschulforschung, 20), S. 99-104
DOI:
10.1007/978-3-658-11944-7_15
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Grundschullehrer; Inklusion; Unterricht; Einstellung <Psy>; Selbstwirksamkeit; Befragung; Fragebogen; Forschungsprojekt; Empirische Untersuchung; Brandenburg; Deutschland
Abstract:
Sowohl eine positive Grundeinstellung zum inklusiven Unterrichten als auch die Gewissheit, die inner- und außerunterrichtlichen Herausforderungen meistern zu können, werden als wichtige Einflussfaktoren für einen guten inklusiven Unterricht betrachtet. Doch als wie stabil erweisen sich diese Einschätzungen in einem System, das einen Innovationsprozess durchläuft? In der vorliegenden Untersuchung zeigte sich erstens eine hohe Stabilität der Einschätzungen der Lehrkräfte bezüglich ihrer Einstellung und Selbstwirksamkeit. Im Beobachtungszeitraum von insgesamt ca. 17 Monaten ließen sich somit kaum messgelegenheitsspezifische bzw. situationsbezogene Schwankungen feststellen. Zweitens fielen die Einschätzungen positiv aus, denn alle beobachteten Mittelwerde lagen über dem theoretischen Skalenmittelwert von 2.5 Punkten. Drittens zeigten sich je Messzeitpunkt hohe Zusammenhänge zwischen der Einstellung und der Selbstwirksamkeit. Zu allen Erhebungszeitpunkten berichteten jene Lehrkräfte, deren Selbstwirksamkeitsüberzeugungen stark ausgeprägt waren, über eine besonders positive Einstellung zum inklusiven Lernen. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
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