Who becomes a teacher? Challenging the "negative selection" hypothesis.

Autor/inn/en	Roloff Henoch, Janina; Klusmann, Uta; Lüdtke, Oliver; Trautwein, Ulrich
Titel	Who becomes a teacher? Challenging the "negative selection" hypothesis. Gefälligkeitsübersetzung: Wer wird Lehrer? Infrage stellen der Hypothese der "negativen Selektion".
Quelle	In: Learning and instruction, (2015) 36, S. 46-56Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.11.005
Schlagwörter	Eigenschaft; Kognitive Kompetenz; Persönlichkeitsmerkmal; Lehrer; Mathematik; Technologie; Berufsinteresse; Berufswahl; Wissenschaft
Abstract	Examined teacher candidates and students pursuing other careers to test the negative-selection hypothesis, that teacher candidates exhibit individual characteristics that are less positive than those of other students. Participants were assessed for personality characteristics, cognitive ability, interests, demographics, and vocational interests in three different comparisons. First, a distinction was made between students majoring in STEM fields (science, technology, engineering, mathematics) compared to non-STEM subjects in their final year of secondary school, before vocational decisions were made. Second, teacher candidates in STEM fields were compared with students enrolled in other fields; and finally, the importance of specific characteristics in the decision to choose a teaching career was examined. Results failed to provide empirical support for the negative selection hypothesis in personality or cognitive ability. The strongest predictor of enrollment in a teacher training program was found to be in vocational interests, especially social interests. More differences were found between STEM study majors and students majoring in other fields than between teacher candidates and students in other areas. The negative-selection hypothesis could not be supported. Teacher candidates did not have lower cognitive skills or higher neuroticism than students in other fields. They did show higher social interests, and vocational interests were the greatest predictor of which students would become teacher candidates. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3