Tina Hascher
Biographic Data
| ID | 378370 |
|---|---|
| NAME | Tina Hascher |
| GIVEN NAMES | Tina |
| FAMILY NAME | Hascher |
| SIGNATURE | HASCHER T |
| AFFILIATIONS | University of Bern |
| ORCID | 0000-0003-2987-2470 |
| VERIFIED | Yes |
| TOTAL WORKS | 45 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 5 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A serious game-based social-psychological intervention to promote mathematics motivation: Effects and individual differences
Game-based multi-construct interventions can foster motivational outcomes. • Individual traits are essential to maximising the intervention’s effectiveness. • Serious games can be effective regardless of gaming attitudes and experiences. • Interventions should be tailored to individual students needs. Students’ expectancy of success and subjective task values are important predictors of academic success and empirical evidence shows that intervent…
Academic well-being profiles of pre-service teachers: Links with resources and retention-related outcomes
Recent work has highlighted well-being as a critical factor in teachers’ career development and retention. However, there is limited empirical evidence on well-being before career entry and even less on potential academic well-being profiles. Using person-centered analyses, we identified six academic well-being profiles among 2867 Austrian pre-service teachers, including two adaptive, two mixed, and two maladaptive profiles. We also tested severa…
Promoting social perspective-taking performance in late childhood through literary discussions
Enhancing primary teachers’ formative assessment literacy: Effects of a professional development program on peer and self-assessment
Formative peer and self-assessment play an important role in supporting student learning, but can be challenging to implement in the classroom due to teachers' limited assessment literacy. This study examined the effects of a professional development program designed to enhance assessment literacy among primary mathematics teachers. The program also addressed teachers’ epistemological beliefs. In a randomized pretest–posttest design with a wait-l…
From crisis towards recovery: Annual snapshots of teachers’ well-being over six years since Covid-19
We provide a snapshot in time of teachers’ workplace well-being from the start of COVID-19 to six years later among 2489 Australian teachers from six independent samples. We examined contextual factors (relatedness with colleagues and students, time pressure, disruptive student behavior) and outcomes (emotional exhaustion, organizational commitment). Results showed that mean levels of these factors shifted over time. Additionally, although the jo…
Promoting student well‐being in schools: Intervention effects and the role of student–student relationships and intrinsic motivation
BACKGROUND: Student well-being is a core educational goal and a foundation for successful learning, yet it tends to decline during secondary school. Many school-based interventions show promising but inconsistent effects on student well-being. Also, the role of individual and classroom factors in shaping effects remains unclear. AIMS: We examined (1) changes in student well-being across a 10-week intervention programme comparing three sets of wel…
School alienation and students’ perceptions of teacher justice
School alienation, understood as a negative attitude toward school-related activities and the school community, increases across schooling and poses challenges for teachers and educational professionals. In this process, students' perceptions of teacher justice play an important role. Drawing on data from 15 focus groups with N = 134 Swiss students (four schools from two school districts) in the binational project School Alienation in Switzerland…
On the Longitudinal Relationship Between Swiss Secondary Students’ Well-Being, School Engagement, and Academic Achievement: A Three-Wave Random Intercept Cross-Lagged Panel Analysis
Contemporary education systems face the challenge of fostering academic achievement while also keeping students engaged and maintaining their well-being. Previous research has shown that student well-being, school engagement, and academic achievement are related. However, both student well-being and school engagement tend to decline over the school years, particularly after the transition to secondary school. To investigate how the three construc…
The Relationship Between Student Well-Being and Teacher–Student and Student–Student Relationships: A Longitudinal Approach Among Secondary School Students in Switzerland
The rapid changes in today’s world pose a great challenge to student well-being, especially in secondary school, where age-related transitions occur. Many school systems have recognized the importance of fostering both academic achievement and student well-being. Classroom relationships with teachers and peers play a key role in students’ academic, social, and emotional development, yet little is known about their longitudinal and reciprocal effe…
Mathematics emotion profiles: Stability and change during Grades 7 and 8
Academic emotions are not mutually exclusive, and students can experience various emotions simultaneously. We aimed at identifying distinct emotion profiles in mathematics in the lowest-ability tier in lower secondary school. Also, we investigated the patterns of change to students’ mathematics emotion profiles in Grades 7 and 8, and whether an intervention setting impacted these patterns of change compared to the control setting. Latent profile …
Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement
Students’ well-being has become an important part of education policy in many countries. Research shows that well-being contributes to students’ engagement in school, thereby supporting academic achievement. However, prior research has often neglected the interplay and multidimensionality of the constructs. The present study applied a six-dimensional student well-being model and a three-component school engagement model to untangle the differenti…
Infection Control Measures in the Classroom During and in the Aftermath of the Covid‐19 Pandemic: A Multidimensional Analysis of Secondary Student Well‐Being and Emotions
BACKGROUND: In our research, we investigated student state and habitual well-being in school during and in the aftermath of the COVID-19 pandemic (after schools reopened) and analyzed their associations to measures in schools aimed at preventing ongoing infectious diseases. METHODS AND MEASURES: We conducted two interventional field studies in Swiss lower secondary education (Grades 8 and 9, students aged 13-15 years) to compare trait and state w…
Prosocial Behavior in Early Childhood Across Boys and Girls: Associations Among Parent- and Teacher-Report and Child Behavior on the Dictator Game
Research Findings: Prosocial behavior in early childhood can be assessed by various informants and methodologies, but the information each provides may differ in meaningful ways. The present study measured and compared young children’s (N = 486; age: M = 48.51 months, SD = 8.22) prosocial behavior based on parent reports, teacher reports, and child behavior on the Dictator Game. Special consideration of the multidimensional nature of prosocial be…
Exploring antecedents of student teachers' emotions during instructional experiences: A situation-specific analysis
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 …
Stability and change of secondary school students' motivation profiles in mathematics: Effects of a student intervention
There is high agreement that motivation is an important factor for successful learning processes and outcomes. But how do students differ in terms of motivation and how do these differences affect the effectiveness of a motivation intervention? As an intervention interacts with students' characteristics, students' heterogeneity must be considered and homogeneous intervention effects must be critically examined. This study aimed to identify motiva…
The Role of Dyadic Teacher–Student Relationships for Primary School Teachers’ Well-Being
Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor …
The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany
Language acquisition and social competencies are crucial for early childhood development. The present study investigated the associations between societal expressive and receptive language skills and social competence among 167 single language learning (SLL) and 76 dual language learning (DLL) children aged 33–66-months. In addition, DLLs heritage expressive and receptive language skills were also examined. Ratings of social competence from early…
School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support
Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents' educational outcomes, both through direct support or indirectly via supportive attitudes that foster students' bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school ali…
Handbuch Schulforschung
Das Handbuch bietet in seiner vollkommen überarbeiteten Ausgabe auf der Grundlage der Erweiterung um neue Beiträge, einen noch umfassenderen Überblick über die interdisziplinäre Schulforschung. Das Standardwerk bietet gleichermaßen einen Einstieg und umfassenden Überblick.
Beurteilung beim Übertritt von der Primar- in die Sekundarstufe I. Eine Analyse von Praxen und Herausforderungen für Lehrpersonen in zwei Schweizer Kantonen
Leistungsbeurteilung hat insbesondere bei schulischen Übergängen einen weitreichenden Einfluss und stellt entsprechend hohe Anforderungen an Lehrpersonen. Die vorliegende Studie untersucht deshalb Spannungsfel-der, Freiheitsgrade und Herausforderungen bei der Leistungsbeurteilung beim Übertritt von der Primar- in die Sekundarstufe I. Dazu wurden die Sichtweisen von 22 Lehrpersonen in zwei Schweizer Kantonen mittels teil-strukturierter Interviews …
The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach
Schools are considered as important settings for health education and the promotion of functioning, healthy people. Health-promoting schools (HPS) take a holistic approach to health promotion that addresses all school levels and members of the school community. Although it is assumed that school leaders are crucial in the implementation of HPS, little is known so far about which specific factors are relevant. The purpose of this study was to anal…
Teacher well-being: A systematic review of the research literature from the year 2000–2019
Teacher wellbeing and resilience: Towards an integrative model
Background Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers’ work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research.Purpose To address this need, our discussion paper examines how teacher wellbeing…
Emotions in social interactions in pre-service teachers’ team practica
Emotions are significant in the process of becoming a teacher, especially during the teaching practicum. While studies have repeatedly shown that pupils impact the emotional experiences of student teachers, little is known about student teacher emotions that are triggered by social interactions with their mentor teacher and their team partner. This is the focus of the present research. It is investigated: (1) which emotions are experienced in soc…
Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland
What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style…
Swiss adolescents’ well-being in school
Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenzen ÜGK 2016” and aimed at contributing to closing this gap by investigating adolescents’ (N = 22,423) well-being in school. An analysis of six well-being in school dimensions revealed the following results: …
Student teachers' emotions in anticipation of their first team practicum
This study investigates student teachers' emotions about their upcoming team practicum. The theoretical foundation grounds in the FIT-Choice approach (Watt, H. M. G., and P. W. Richardson. 2008. “Motivations for Teaching: Theoretical Perspectives and Empirical Findings.” Learning and Instruction 18: 405–98) and in control-value theory (Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications f…
School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support
Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents' educational outcomes, both through direct support or indirectly via supportive attitudes that foster students' bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school ali…
School alienation and academic achievement in Switzerland and Luxembourg: A longitudinal perspective
Early adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171-188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179-189, 2005; Reinke and Herman in Psychol Schools 39:549-559, 2002). …
Exploring antecedents of student teachers' emotions during instructional experiences: A situation-specific analysis
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 …
The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany
Language acquisition and social competencies are crucial for early childhood development. The present study investigated the associations between societal expressive and receptive language skills and social competence among 167 single language learning (SLL) and 76 dual language learning (DLL) children aged 33–66-months. In addition, DLLs heritage expressive and receptive language skills were also examined. Ratings of social competence from early…
Betreute Praktika - Anforderungen an Praktikumslehrerinnen und -lehrer
Ziel des Projekts "Lernen im Praktikum" (vgl. Hascher & Moser, 1999; Moser & Hascher, 2000) war, die Lernprozesse im Praktikum während der Ausbildung am Sekundarlehramt der Universität Bern differenzieren und erklären zu können. Ein zentrales, wenn auch nicht überraschendes Ergebnis dabei war, dass die Betreuung durch die Praktikumslehrer/innen für die Lernprozesse von Studierenden sehr wichtig ist. Im nachfolgenden Beitrag werden nun die Rollen …
Geschlecht, Bildung und Kunst: Chancengleichheit in Unterricht und Schule
Geschlecht, Bildung und Kunst
Geschlecht, Bildung und Kunst: Chancengleichheit in Unterricht und Schule
Forschung zur Bedeutung von Schul- und Unterrichtspraktika in der Lehrerinnen- und Lehrerbildung
Der vorliegende Beitrag systematisiert und akzentuiert Entwicklungen der Forschung zur berufspraktischen Ausbildung angehender Lehrerinnen und Lehrer. Zunächst wird der Lernkontext Praktikum als geschützter Lernraum charakterisiert, anschliessend werden zentrale Erkenntnisse zum Lernen im Praktikum aus historischer Perspektive vorgestellt. Es folgen eine Standortbestimmung aktueller Forschungsentwicklungen unter Berücksichtigung förderlicher Einf…
Lernfeld Praktikum – Evidenzbasierte Entwicklungen in der Lehrer/innenbildung
Forschung zur Bedeutung von Schul- und Unterrichtspraktika in der Lehrerinnen- und Lehrerbildung
Der vorliegende Beitrag systematisiert und akzentuiert Entwicklungen der Forschung zur berufspraktischen Ausbildung angehender Lehrerinnen und Lehrer. Zunächst wird der Lernkontext Praktikum als geschützter Lernraum charakterisiert, anschliessend werden zentrale Erkenntnisse zum Lernen im Praktikum aus historischer Perspektive vorgestellt. Es folgen eine Standortbestimmung aktueller Forschungsentwicklungen unter Berücksichtigung förderlicher Einf…
Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship
Bildung über den ganzen Tag: Forschungs- und Theorieperspektiven der Erziehungswissenschaft
Zum Zusammenspiel von Mathematikleistung, Schüler/innen-motivation und Lernemotionen auf der Sekundarstufe 1 – ein Vergleich zwischen Schüler/innen mit und ohne Migrationshintergrund in der Schweiz
Basierend auf dem Befund, dass Jugendliche mit Migrationshintergrund in der Schweiz geringere Leistungen erbringen, untersucht die vorliegende Studie, ob sich analoge Unterschiede auch in der Motivation und den Lernemotionen der Schüler/innen, welche mit der Leistung zusammenhängen, zeigen. Weiter wird auf Grundlage der Kontroll-Wert-Theorie die Beziehung zwischen diesen Merkmalen und der Mathematikleistung überprüft. Die Ergebnisse (N = 415 Real…
Emotionen und Lernen im Unterricht
Die Governance der Lehrplaneinführung – Prädiktoren der Innovationsakzeptanz von Schulleiterinnen und Schulleitern
Schulleiterinnen und Schulleiter sind wichtige «change agents» bei der Einführung eines neuen Lehrplans (Lehrplan 21) in der Deutschschweiz. Aus interdisziplinärer Perspektive, welche governancetheoretische mit organisationspsychologischen Konzepten verknüpft, untersucht die vorliegende Studie, inwiefern ausser- und innerorganisationale Governancemerkmale der Lehrplaneinführung, sowie das individuelle Merkmal der emotionalen Gestimmtheit in Bezug…
School alienation and academic achievement in Switzerland and Luxembourg: A longitudinal perspective
Early adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171-188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179-189, 2005; Reinke and Herman in Psychol Schools 39:549-559, 2002). …
Student teachers' emotions in anticipation of their first team practicum
This study investigates student teachers' emotions about their upcoming team practicum. The theoretical foundation grounds in the FIT-Choice approach (Watt, H. M. G., and P. W. Richardson. 2008. “Motivations for Teaching: Theoretical Perspectives and Empirical Findings.” Learning and Instruction 18: 405–98) and in control-value theory (Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications f…
Handbuch Schulforschung
Der Zusammenhang von Schülermotivation und Mathematikleistung in der Überprüfung des Erreichens der Grundkompetenzen (ÜGK) 2016
Auf der Basis der Erwartungs-mal-Wert-Theorie (Eccles et al., 1983) wird anhand der Schweizer ÜGK-Daten 2016 der Zusammenhang zwischen motivationalen Variablen und Mathematikleistung bei N = 11’131 Schüler/innen am Ende der obligatorischen Schulzeit überprüft. Die Ergebnisse bestätigen den hohen prädiktiven Wert von Lernzielorientierungen, Selbstkonzept und Selbstwirksamkeitserwar-tung für die Mathematikleistung. Geschlechtsspezifische Unterschie…
Swiss adolescents’ well-being in school
Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenzen ÜGK 2016” and aimed at contributing to closing this gap by investigating adolescents’ (N = 22,423) well-being in school. An analysis of six well-being in school dimensions revealed the following results: …
Teacher well-being: A systematic review of the research literature from the year 2000–2019
Teacher wellbeing and resilience: Towards an integrative model
Background Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers’ work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research.Purpose To address this need, our discussion paper examines how teacher wellbeing…
Emotions in social interactions in pre-service teachers’ team practica
Emotions are significant in the process of becoming a teacher, especially during the teaching practicum. While studies have repeatedly shown that pupils impact the emotional experiences of student teachers, little is known about student teacher emotions that are triggered by social interactions with their mentor teacher and their team partner. This is the focus of the present research. It is investigated: (1) which emotions are experienced in soc…
Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland
What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style…
Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern
This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education syste…
Handbuch Schulforschung
On the Relation between School Alienation and Social School Climate
In recent years, scholars have referred to school alienation as a severe problem that affects the socio-emotional and cognitive development of students. In this study, the authors examined how the relationships with teachers and classmates are associated with students’ state of alienation from learning, from teachers, and from classmates, applying a cross-sectional research design. Participants included 543 Grade 7 students from the Swiss canton …
Handbuch Schulforschung
Das Handbuch bietet in seiner vollkommen überarbeiteten Ausgabe auf der Grundlage der Erweiterung um neue Beiträge, einen noch umfassenderen Überblick über die interdisziplinäre Schulforschung. Das Standardwerk bietet gleichermaßen einen Einstieg und umfassenden Überblick.
Psychology (22 works) · Early Childhood Education and Development (14 works) · Social Psychology (14 works) · Mathematics education (13 works) · Political science (12 works) · Developmental psychology (11 works) · Humanities (11 works) · Motivation and Self-Concept in Sports (11 works) · Pedagogy (10 works) · Philosophy (9 works)