Preregistration

Satisfaction, Enthusiasm, and Well-Being of Student Teachers: A Question of Appreciation?

Author(s) / Creator(s)

Carstensen, Bastian
Lindner, Christoph
Klusmann, Uta

Abstract / Description

The systematic review by Schneider & Preckel (2017) indicates that lecturers’ respect and friendliness, i.e. appreciative behaviors, towards the students are one key factor for student achievement, with an average effect of d = .47 across the studies reviewed. At German universities, subject and teacher training students attend joint courses. Since these groups differ in terms of study structures and aims, it happens that they are assessed differently in terms of their competence (Ihme & Möller, 2015) and the latter group might feel devalued by the lecturers (Erdmann & Ratzlaff, 2017). In addition to achievement, lecturers’ appreciation of students might also be associated with other criteria of academic success, such as satisfaction and enthusiasm in the subjects studied, the intention to quit as well as psychological well-being, as findings in occupational contexts and for in-service teachers suggest (e.g. Gavish & Friedman, 2010; Sirlopú & Renger, 2020). The current study focuses on perceived appreciation by lecturers in order to extend the findings for the population of teacher training students. We are interested in how this group feels appreciated in comparison to subject students and examine contextual and individual predictors of perceived appreciation. Further, we examine the effect of perceived appreciation on well-being and criteria of academic success.
Preregistration for: Carstensen, B., Lindner, C., & Klusmann, U. (2021). Wahrgenommene Wertschätzung im Lehramtsstudium. Zeitschrift für Pädagogische Psychologie. Hogrefe. https://doi.org/10.1024/1010-0652/a000337

Keyword(s)

appreciation teacher training students

Persistent Identifier

Date of first publication

2021-02-09

Publisher

PsychArchives

Citation

Carstensen, B., Lindner, C., & Klusmann, U. (2021). Satisfaction, Enthusiasm, and Well-Being of Student Teachers: A Question of Appreciation? PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4564
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  • Author(s) / Creator(s)
    Carstensen, Bastian
  • Author(s) / Creator(s)
    Lindner, Christoph
  • Author(s) / Creator(s)
    Klusmann, Uta
  • Accession date
    2021-02-10T18:59:32Z
  • Made available on
    2021-02-10T18:59:32Z
  • Date of first publication
    2021-02-09
  • Abstract / Description
    The systematic review by Schneider & Preckel (2017) indicates that lecturers’ respect and friendliness, i.e. appreciative behaviors, towards the students are one key factor for student achievement, with an average effect of d = .47 across the studies reviewed. At German universities, subject and teacher training students attend joint courses. Since these groups differ in terms of study structures and aims, it happens that they are assessed differently in terms of their competence (Ihme & Möller, 2015) and the latter group might feel devalued by the lecturers (Erdmann & Ratzlaff, 2017). In addition to achievement, lecturers’ appreciation of students might also be associated with other criteria of academic success, such as satisfaction and enthusiasm in the subjects studied, the intention to quit as well as psychological well-being, as findings in occupational contexts and for in-service teachers suggest (e.g. Gavish & Friedman, 2010; Sirlopú & Renger, 2020). The current study focuses on perceived appreciation by lecturers in order to extend the findings for the population of teacher training students. We are interested in how this group feels appreciated in comparison to subject students and examine contextual and individual predictors of perceived appreciation. Further, we examine the effect of perceived appreciation on well-being and criteria of academic success.
    en
  • Abstract / Description
    Preregistration for: Carstensen, B., Lindner, C., & Klusmann, U. (2021). Wahrgenommene Wertschätzung im Lehramtsstudium. Zeitschrift für Pädagogische Psychologie. Hogrefe. https://doi.org/10.1024/1010-0652/a000337
  • Publication status
    other
    en
  • Review status
    unknown
    en
  • Sponsorship
    IPN – Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, Kiel.
  • Citation
    Carstensen, B., Lindner, C., & Klusmann, U. (2021). Satisfaction, Enthusiasm, and Well-Being of Student Teachers: A Question of Appreciation? PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4564
    en
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/4083
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.4564
  • Language of content
    eng
  • Publisher
    PsychArchives
  • Is referenced by
    https://doi.org/10.1024/1010-0652/a000337
  • Is related to
    https://doi.org/10.23668/psycharchives.5244
  • Is related to
    https://doi.org/10.23668/psycharchives.5243
  • Is related to
    https://doi.org/10.1024/1010-0652/a000337
  • Keyword(s)
    appreciation
    en
  • Keyword(s)
    teacher training students
    en
  • Dewey Decimal Classification number(s)
    150
  • Title
    Satisfaction, Enthusiasm, and Well-Being of Student Teachers: A Question of Appreciation?
    en
  • DRO type
    preregistration
    en
  • Leibniz institute name(s) / abbreviation(s)
    IPN
  • Leibniz subject classification
    Psychologie
    de_DE
  • Visible tag(s)
    PRP-QUANT
    en_US