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Longitudinal relations between teaching-related motivations and student-reported teaching quality

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JournalTeaching and Teacher Education
DateAccepted/In press - 27 Mar 2017
DateE-pub ahead of print - 13 Apr 2017
DatePublished (current) - Jul 2017
Volume65
Pages (from-to)241-254
Early online date13/04/17
Original languageEnglish

Abstract

Teaching-related motivations are often assumed to influence teaching quality; however, the empirical evidence regarding the directionality of such influences is scarce. The present study thus examined the reciprocal links between teaching-related motivations (self-efficacy and enthusiasm for teaching) and student-reported teaching quality (classroom management, learning support, and cognitive activation). Two-level cross-lagged panel analyses across three time points (with an initial sample of 165 secondary- level mathematics teachers and their 4273 students) revealed no significant cross-lagged effects when teachers' stable inter-individual differences are taken into account. Our findings suggest that teachers' motivations are remarkably stable over time.

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©2017 Elsevier Ltd. All rights reserved. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy.

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