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Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students’ value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between multilingual and monolingual students. Multivariate latent growth modeling was used to analyze data from 850 students (M age = 15.61 years, SD = .62; 54% female) gathered yearly from Grades 9 to 11. Results suggest an interference between students’ value beliefs in English and the other 2 languages. Students who reported higher value beliefs in English in Grade 9 showed steeper decreases in their value beliefs for French and German from Grades 9 to 11. However, stronger increases in English value beliefs over time were associated with stronger increases in French and German value beliefs. Moreover, while multilingual students reported higher initial value beliefs in French and English, they also showed steeper decreases in French and English value beliefs over time compared to their monolingual peers. Findings are discussed in relation to their implications for teaching practice and future research directions.

Der Umgang mit einer heterogenen Schülerschaft ist für Lehrpersonen in jeder Unterrichtsstunde eine neue Herausforderung, da es neben stabilen Unterschieden auch dynamische Schwankungen in motivational-affektiven Voraussetzungen gibt. Das Ziel des vorliegenden Beitrags ist es die Variabilität und Prädiktoren (Klassenkomposition bzgl. des individuellen Interesses, Unterrichtsqualität und adaptive Unterrichtsgestaltung) des situationalen Interesses einer Klasse zu untersuchen und zusätzlich das Ausmaß der Heterogenität zwischen den Schülerinnen und Schüler einer Klasse zu fokussieren. In einer kombinierten Fragebogen- und Tagebuchstudie mit 41 Klassen und ihren Mathematiklehrpersonen (n = 879 Schüler*innen, n = 307 Unterrichtslektionen) konnte in hierarchischen Regressionsmodellen gezeigt werden, dass das situationale Interesse durch Merkmale der spezifischen Lektion (Unterrichtsqualität und adaptive Unterrichtsgestaltung) erklärt werden konnte, während Klassenkompositionsmerkmale (individuelles Interesse) eine untergeordnete Rolle spielten. Bezüglich der Heterogenität im situationalen Interesse konnten der Enthusiasmus der Lehrperson und eine adaptive Unterrichtsgestaltung als relevante Prädiktoren identifiziert werden. = Dealing with heterogeneity in the classroom is a crucial demand that is placed on teachers. Besides stable interindividual differences in the student body, there are also differences that arise at a situational level especially with regard to motivational-affective variables. The aim of the study is to examine class- and lesson-specific correlates (class composition in terms of individual interest, instructional quality and adaptive instructions) of students’ situational interest and additionally to focus on the extent of heterogeneity between students in a class. The study used a questionnaire- and diary-design and collected data from 41 classes (879 students) in 307 mathematic lessons. Results from hierarchical regression analyses showed that vari

In dieser Längsschnittstudie wurden unterschiedliche Verläufe in der Entwicklung der intrinsischen Wertüberzeugungen in den Unterrichtsfächern Mathematik und Französisch in den Schuljahren 9 bis 11 und deren Zusammenhänge mit Berufsaspirationen untersucht. Bei 850 Schüler*innen von Deutschschweizer Gymnasien (54 % weiblich, Alter T1: 15,6 Jahre) wurden in einem bivariaten Wachstumsmodell fünf Wachstumsklassen identifiziert. Zwei dieser Klassen zeigten eine klare Differenzierung in den Wertüberzeugungen zwischen den beiden Fächern und eine stabile Entwicklung im bevorzugten Fach. Die anderen drei Klassen waren durch Mittelwertunterschiede (hohe, mittlere, niedrige intrinsische Wertüberzeugungen) gekennzeichnet und zeigten moderate Abnahmen über die Zeit in beiden Fächern. Die fünf Wachstumsklassen gingen mit unterschiedlichen Berufsorientierungen am Ende des 11. Schuljahres einher, wobei Berufsorientierungen bezüglich eines Fachs besonders hoch ausgeprägt waren, wenn die Wertüberzeugung bezüglich des anderen Faches niedrig war. Geschlechterunterschiede in den Berufsorientierungen konnten vollständig über die Zugehörigkeit der Geschlechter zu den fünf Wachstumsklassen erklärt werden.

Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions of enjoyment, anger, and anxiety. In study 1 we used generalised (trait-level) assessments from teachers (N = 81) and students (N = 786) on emotions and emotional authenticity. As emotions are dynamic in nature, we further used the experience sampling method with a randomly chosen subsample (N = 128 students) in study 2 to assess momentarily perceived teacher emotional authenticity and students’ emotions in the classroom. In study 1 we found teachers’ and students’ self-reported enjoyment (but not anger and anxiety) to be interrelated. In study 2, all three (perceived) teacher emotions were related to students’ emotions. Further, in both studies students’ perceptions of their teachers’ emotional authenticity related to their own emotions. Although teachers’ self-reported and students’ perceived emotional authenticity did not converge, the results show that emotional authenticity matters to students. Implications for future studies but also for teachers’ emotion regulation are discussed.

This study examined situational fluctuations in student teachers’ (N = 120) development in self-efficacy during a three-week teaching practicum in Switzerland. Situational measurements (state) were assessed during a six-lesson teaching unit on written argumentation. Results showed that student teachers’ intra-individual state self-efficacy increased during the practicum. However, multilevel regression models indicated that student teachers’ state self-efficacy fluctuated considerably during the teaching unit with approximately 30% of variance being located at the lesson level. This variation was predicted by mastery experiences (i.e., experience of competence and instructional quality) and cooperating teachers’ discourse elements in lesson conferences (i.e., co-constructive planning, student teacher orientation).

A pivotal role of cooperating teachers is to assist student teachers' planning, enacting and reflecting of lessons during the teaching practicum. This study evaluated training sessions in elements of Content-Focused Coaching: 59 cooperating teachers were randomly allocated to a training session in: a) pre-lesson conferences for joint lesson planning, b) core issues for lesson designs, c) both elements or d) another educational topic (control group). Effects on the quality of collaborative exchange in lesson conferences, student teachers’ competency gains, and instructional quality (as reported by pupils) were examined during a three-week teaching practicum. Implications for professional development programs are discussed.

Qualitative sowie quantitative Untersuchungen konnten in den letzten Jahren eindrucksvoll die Relevanz von Emotionen bei Lehrpersonen belegen. Diese zeigten sich bedeutsam hinsichtlich des Wohlbefindens, des Instruktionsverhaltens und der Interaktion mit Schülerinnen und Schülern und nicht zuletzt im Hinblick auf die Lernergebnisse von Schülerinnen und Schülern. Beginnend mit einer Definition für Emotionen wird im Kapitel anschließend ein Überblick gegeben über den Stand der empirischen Forschung zu Lehreremotionen mit einem Fokus auf positiven Emotionen sowie deren Regulation. Während die Regulation negativer Emotionen bereits Gegenstand einiger Forschungsarbeiten war, ist die Regulation positiver Emotionen bei Lehrpersonen weitgehend unerforscht. Im Kapitel wird eine Experience-Sampling Studie (N = 38 Lehrpersonen mit N = 420 Unterrichtsstunden) vorgestellt, die eher explorativ der Frage nachging, inwieweit Lehrpersonen den Ausdruck einer besonders wichtigen und häufig auftretenden positiven Emotion, nämlich Freude im Klassenzimmer, regulieren. Zusätzlich wurden Geschlechtseffekte sowie mögliche Zusammenhänge zu positiver und negativer Affektivität, emotionaler Dissonanz und emotionaler Erschöpfung untersucht. Es zeigte sich unter anderem, dass Lehrpersonen den Ausdruck von Freude in ca. 1/3 aller Unterrichtsstunden anpassen (Unterdrückung oder Verstärkung) oder sogar simulieren. Emotional erschöpft ere Lehrpersonen berichteten dabei seltener, ihren Freudeausdruck zu regulieren. Das Kapitel endet mit einem Ausblick auf das Forschungsfeld positiver Emotionen und Emotionsregulation.

It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.

The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, Mage = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructional behavior, as well as their own emotions in an experience-sampling study across an average of 15 lessons in four different subject domains. Intraindividual, multilevel regression analyses revealed that perceived teachers' emotions and instructional behavior significantly predicted students' emotions. Results suggest that teachers' emotions are as important for students' emotions as teachers' instructional behavior. Theoretical implications for crossover theory and practical recommendations for teachers are discussed.