Eva Susann Becker
Biographic Data
| ID | 3655475 |
|---|---|
| NAME | Eva Susann Becker |
| GIVEN NAMES | Eva Susann |
| FAMILY NAME | Becker |
| SIGNATURE | BECKER E S |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0001-6080-1481 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 64 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Exploring antecedents of student teachers' emotions during instructional experiences
Theoretical BackgroundIn the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour.AimsBased on a theoretical model and rooted in a process-oriented perspective, this diary study examines student teachers' discrete emotions, focusing on proximal …
Our individual order of things directs how we think we feel
Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used …
Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch
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 ze…
Ich fand die Unterrichtsstunde interessant – du etwa nicht?“
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…
Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland
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 …
Teachers’ emotions and emotional authenticity
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 ge…
Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum
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…
Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum
This qualitative study examined transcripts and video-data from 32 pre-lesson conferences of 14 cooperating teacher-student teacher dyads during the teaching practicum. It used a linguistic approach to capture student teacher uncertainty, while also considering their teaching experience and pedagogical content knowledge. Cooperating teachers' responses to uncertainty were explored in relation to student teachers’ instructional quality (as perceiv…
Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching
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 grou…
Antecedents of teachers’ emotions in the classroom
Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual ap…
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom
Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Feeling and showing
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching
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 grou…
Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum
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…
Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum
This qualitative study examined transcripts and video-data from 32 pre-lesson conferences of 14 cooperating teacher-student teacher dyads during the teaching practicum. It used a linguistic approach to capture student teacher uncertainty, while also considering their teaching experience and pedagogical content knowledge. Cooperating teachers' responses to uncertainty were explored in relation to student teachers’ instructional quality (as perceiv…
Exploring antecedents of student teachers' emotions during instructional experiences
Theoretical BackgroundIn the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour.AimsBased on a theoretical model and rooted in a process-oriented perspective, this diary study examines student teachers' discrete emotions, focusing on proximal …
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom
Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Feeling and showing
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Antecedents of teachers’ emotions in the classroom
Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual ap…
Using uncertainty as a learning opportunity during pre-lesson conferences in the teaching practicum
This qualitative study examined transcripts and video-data from 32 pre-lesson conferences of 14 cooperating teacher-student teacher dyads during the teaching practicum. It used a linguistic approach to capture student teacher uncertainty, while also considering their teaching experience and pedagogical content knowledge. Cooperating teachers' responses to uncertainty were explored in relation to student teachers’ instructional quality (as perceiv…
Advancing student teachers’ learning in the teaching practicum through Content-Focused Coaching
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 grou…
Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum
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…
Teachers’ emotions and emotional authenticity
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 ge…
Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch
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 ze…
Ich fand die Unterrichtsstunde interessant – du etwa nicht?“
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…
Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland
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 …
Our individual order of things directs how we think we feel
Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used …
Exploring antecedents of student teachers' emotions during instructional experiences
Theoretical BackgroundIn the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour.AimsBased on a theoretical model and rooted in a process-oriented perspective, this diary study examines student teachers' discrete emotions, focusing on proximal …
Psychology (11 works) · Social Psychology (8 works) · Mathematics education (7 works) · Anger (5 works) · Anxiety (4 works) · Education, Achievement, and Giftedness (4 works) · Motivation and Self-Concept in Sports (4 works) · Pedagogy (4 works) · Practicum (4 works) · Teacher Professional Development and Motivation (4 works)