Literaturnachweis - Detailanzeige
Autor/inn/en | Aldrup, Karen; Klusmann, Uta; Lüdtke, Oliver; Göllner, Richard; Trautwein, Ulrich |
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Titel | Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. |
Quelle | In: Learning and instruction, (2018) 58, S. 126-136Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0959-4752; 1873-3263 |
DOI | 10.1016/j.learninstruc.2018.05.006 |
Schlagwörter | Längsschnittuntersuchung; Vergleich; Begeisterung; Fremdeinschätzung; Selbsteinschätzung; Wohlbefinden; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Disziplin (Ordnung); Unterricht; Stress; Erschöpfung; Belastung; Einflussfaktor; Modell |
Abstract | Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need to uncover the psychological processes explaining this association. In their model of teacher well-being, Spilt, Koomen, and Thijs (2011) suggested the teacher-student relationship as a mediator. To test this assumption, the present study used longitudinal data from N = 222 teachers who rated student misbehavior in their classroom, the teacher-student relationship, and their well-being in terms of emotional exhaustion and work enthusiasm. In addition, the teachers' students (N = 4111) were asked about behavior problems in their class. The results revealed links between teacher-rated student misbehavior, increased exhaustion, and decreased enthusiasm. Student-rated misbehavior was correlated with teacher well-being to a lesser extent. Furthermore, the teacher-student relationship was positively associated with teacher well-being and mediated the link between teacher-perceived misbehavior and enthusiasm. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2021/2 |