Who Inspires Whom? Reciprocal Relationships Between Teachers’ Enthusiasm and Students’ Interest and Enjoyment (Poster 22)

• In Event: AERA Poster Session Thursday 8:00 a.m.
  In Poster Session: Focusing on Teachers and Student-Teacher Interactions

Abstract

Reciprocal processes between teaching enthusiasm and students' interest and enjoyment have long been hypothesized, but corresponding evidence from longitudinal studies is rare. We address this gap by applying cross-lagged panel models to three German datasets analyzing bidirectional relationships between teacher-rated enthusiasm and their students' self-rated interest and enjoyment. Sample sizes varied across studies (54 ≤ N_teachers ≤ 162; 899 ≤ N_students ≤ 4,059, 27 ≤ N_schools ≤ 57), covering various ages, school tracks, and regions. Results showed significant reciprocal effects in two of three datasets, indicating mutual influence over time. An integrated analysis across all three datasets confirmed these findings. We discuss results regarding theory development and educational justice: If student characteristics influence teaching, classroom composition requires careful consideration.

Authors

• Alexander Jonas Jung, University of Tübingen

• Tim Fütterer, University of Tübingen

• Benjamin Nagengast, University of Tübingen

• Anne C. Frenzel, University of Munich

• Richard Göllner, University of Tübingen

• Ann-Kathrin Jaekel, University of Tuebingen

• Kou Murayama, University of Tübingen