Longitudinal relations between teaching-related motivations and student-reported teaching quality
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There is rising evidence that challenges the assumption that some constructs, such as teacher self-efficacy, are antecedents.
“Such examination is critical as there is rising evidence that challenges the assumption that some constructs, such as teacher self-efficacy, are antecedents (e.g., Holzberger et al., 2014;Praetorius et al., 2017).”
From Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes (2021) · cites this paper as Praetorius et al., 2017
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- Authors
- Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickhäuser, O., Janke, S., & Dresel, M.
- Affiliations
- DIPF | Leibniz Institute for Research and Information in Education (DE)
- University of Bonn (DE)
- University of York (GB)
- University of Mannheim (DE)
- University of Augsburg (DE)
- Corresponding author
- Praetorius, Anna-Katharina
- ORCID
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2017-07
- Volume
- 65
- Pages
- 241-254
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2605594741
- Cited by
- 118
- References
- 87
- Citations by year
- 2026: 10 · 2025: 13 · 2024: 18 · 2023: 17 · 2022: 20 · 2021: 20 · 2020: 9 · 2019: 5 · 2018: 6
- FWCI
- 6.62
- Type
- journal article
- Language
- en
- Open access
- green
- orcid.org
- Locations
- Teaching and Teacher Education (publishedVersion)
- MADOC (University of Mannheim) (acceptedVersion)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (submittedVersion)
- OPUS (Augsburg University) (submittedVersion, cc-by-nc-nd)
- Funders
- German Federal Ministry of Education and Research (01 HJ 0901, 01 HJ 0902)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher self-efficacy, classroom management, learning support, cognitive activation, reciprocal effects, secondary mathematics teachers, student perceptions of teaching
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