Eignet sich meine Mathematiklehrkraft als Role Model? Wie die von Kindern wahrgenommene Beziehung zu ihrer Lehrkraft Effekte auf das Fähigkeitsselbstkonzept moderieren könnte.

Autor/in	Spilles, Markus
Titel	Eignet sich meine Mathematiklehrkraft als Role Model? Wie die von Kindern wahrgenommene Beziehung zu ihrer Lehrkraft Effekte auf das Fähigkeitsselbstkonzept moderieren könnte. Gefälligkeitsübersetzung: Does my Math Teacher Qualify as a Role Model? How Children?s Perceived Relationship With Their Teacher Might Moderate Effects on Academic Self-Concept.
Quelle	In: Psychologie in Erziehung und Unterricht, 73 (2026) 1, S. 47-60Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0342-183X
DOI	10.2378/peu2026.art03d
Schlagwörter	Eigenschaft; Identifikationsfigur; Selbstkonzept; Schule; Grundschule; Lehrer; Lehrer-Schüler-Interaktion; Schüler; Mathematik; Intervention
Abstract	The experiment examines the extent to which the teacher-student relationship (TSR) might moderate the influence of role models (RM) on academic self-concept (ASC). N = 836 students (49,6 % female) from 40 fourth-grade classes received a short text about a girl?s success in mathematics, which was attributed to her willingness to make an effort. The protagonist was randomly introduced either as Lisa ? an unfamiliar child ? or as the students? own math teacher. Before and after the presentation of the stimulus material, students? ASC and TSR were assessed. The analysis of the full sample shows that a positive TSR did not moderate the effect of the teacher as a RM on ASC. However, a subsample analysis of n = 160 at-risk students (55,0 % female), identified as those with the lowest ASC in their class and both experimental conditions, revealed that the positive effect on ASC depended on perceived closeness to the teacher. In both groups, perceived closeness also increased when the protagonist was introduced as the teacher. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3