The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-05-09 DOI:10.1007/s10212-024-00847-0
Gerda Hagenauer, Diana Raufelder, Mishela Ivanova, Andreas Bach, Doris Ittner
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Abstract

The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers’ emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education.

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与学生、指导教师和学生教师同伴的社会关系的质量及其在实习中对学生教师情感发展的作用
正如自我决定理论和归属感假设所承认的那样,个人的情感幸福在很大程度上取决于其社会关系的质量。虽然高质量的人际关系对教师的重要性在实证研究中得到了越来越多的关注,但人们对社会关系对实习教师学生情绪的影响却知之甚少,特别是从定量的角度和同时考虑多种关系质量的角度。由于情感被认为是课堂专业行为和整个专业化过程的重要驱动力,因此对这一主题的研究极具现实意义。在此背景下,我们的研究探讨了班级学生、指导教师和学生教师之间的社会关系质量如何影响学生教师在学校实习中的情感体验发展。我们对 203 名学习中等教育的奥地利学生教师进行了在线调查,询问他们在实习前后的情感体验和社会关系。结果显示,与班级学生关系的质量是决定实习期间学生教师情绪状态变化的最有影响力的因素。这些发现强调了在课堂上培养与学生的积极关系的重要性,尤其是在师范教育的学校实习期间。
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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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