What makes future teachers successful? A longitudinal study on pre-service teachers
Datos Bibliográficos
| ID | 21496704 |
|---|---|
| Autores | Barbara Weissenbacher (0000-0003-2167-3960, Institute of Psychology, University of Graz, Graz, Austria, autor de correspondencia), Corinna Koschmieder (0000-0001-8541-7654, Centre of research support, University college of teacher education Styria, Graz, Austria), Georg Krammer (0000-0002-1259-0349, Institute of Business and Vocational Education, Johannes Kepler University Linz, Linz, Austria), Florian H Müller (0000-0003-1749-7212, University of Klagenfurt), Aljoscha C Neubauer (0000-0002-1326-3104, Institute of Psychology, University of Graz, Graz, Austria) |
| Año | 2024 |
| Páginas | 1-20 |
| Fecha de publicación | 2024-10-10 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2414200 |
| OpenAlex | W4403304533 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 65 |
This study aims to examine pre-service teachers’ academic success longitudinally. We studied in 537 pre-service students how three criteria of success (achievement, intention to persistent and actual retention) could be predicted by demographic, cognitive, personality, and motivational variables. Applying structural equation modelling, we found distinct patterns in the predictive power of the variables across the criteria. About one fourth of the variance in achievement could be explained by verbal ability and conscientiousness. Intention to persist was weakly intercorrelated with actual retention; the criteria also showed distinct prediction patterns. Intention to persist could be explained by only one predictor. Intrinsic motivation accounted for almost half of the variance in the criterion. The included predictors were less powerful in the prediction of actual retention: age, verbal ability and intrinsic motivation together accounted for about ten percent of the variance. The results underscore the complex and multifaceted nature of pre-service teachers’ academic success
Faculty Development · Mathematics education · Pedagogy · Professional development · Sociology · Teacher education · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Psychology · Teacher Professional Development and Motivation
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Testgüte und psychometrische Äquivalenz der deutschen Version des Big Five Inventory (BFI) bei jungen, mittelalten und alten Erwachsenen
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Persönlichkeitsansatz in der Lehrerinnen- und Lehrerbildung
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Factors that influence pre-service teachers' persistence
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| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 5 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |