Gerda Hagenauer
Biographic Data
| ID | 378584 |
|---|---|
| NAME | Gerda Hagenauer |
| GIVEN NAMES | Gerda |
| FAMILY NAME | Hagenauer |
| SIGNATURE | HAGENAUER G |
| AFFILIATIONS | University of Salzburg |
| ORCID | 0000-0002-0508-2848 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Team teachers’ emotions and their antecedents in the classroom
Team teaching requires close collaboration and frequent social interactions between two teachers. Within these interactions, it is expected that the teachers experience various emotions. This study aims to investigate team teachers’ emotional lives; in particular, which discrete emotions team teachers experience in working with their team partner and why. We used an appraisal–theoretical understanding of emotions and structuring qualitative conte…
Exploring and explaining changes in secondary students’ well-being at school: A person-centered approach by applying latent transition analysis
‘Well-being at school’ is a multidimensional construct whose expression is determined by the cognitive evaluation of student experiences, the affective and physical expressions thereof, and accompanying social phenomena. School well-being is affected by individual and contextual factors. The study aimed to explore whether a classification of students (N = 1343, average age: M = 10.19, SD = 0.48; 80.7% female, 25.7% with a migration biography, 51.…
Satisfaction and general well-being of Austrian student teachers who enter the teaching profession while still studying
The teacher shortage is an increasingly urgent challenge for the Austrian education system. Consequently, the Austrian government recruits student teachers who are still in bachelor’s or master’s programmes to fill open positions. This empirical study examined the demands and resources that student teachers experience in their jobs and studies. Based on the job demands-resources model, we investigated the health effects and motivation impacting s…
Teachers' Regulation of Positive Emotions and Its Association With Burnout—Results of a Diary Study in the Team‐Teaching Setting
This study focuses on teachers' regulation of positive emotions and experiences of burnout in the collaborative team‐teaching setting. Team teachers experience a variety of positive emotions that they consequently regulate daily in the classroom. Because teachers' emotion regulation has theoretically and empirically been linked to their occupational health, team teachers' regulation of positive emotions might have a possibly preventative function…
Need satisfaction and frustration profiles as a lens to understand emotions in student teachers in the school placement
Student teachers experience different emotions during their school placement that are essential for their professional development. Based on self-determination theory, this study investigates how the satisfaction and frustration of basic psychological needs—autonomy, competence, and relatedness—are associated with these emotions. Using a person-centred approach, 203 Austrian secondary student teachers filled in a questionnaire before and after th…
Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective
This study examined the motivational profiles of 754 students (grades 6–9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment—autonomy, competence, r…
Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study
BackgroundTeam teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.AimTherefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillo…
Mentor teachers’ achievement goal orientations for mentoring during the practicum
Teachers' varied goal orientations meaningfully explain differences in their behaviour and cognition.Achievement goal orientation theory (GOT) provides a valuable theoretical framework for understanding teacher motivation.However, GOT has not yet been applied in the context of mentoring student teachers during the practicum.This study explores the use of GOT and describes mentor teachers' motivations during the school practicum.For this, we analy…
The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum
The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative persp…
Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers
Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related …
Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung
“I feel enthusiastic, when the homework is done well”: Teachers’ emotions related to homework and their antecedents
Emotions are an important factor influencing teaching behavior and teaching quality. Previous studies have primarily focused on teachers’ emotions in the classroom in general, rather than focusing on a specific aspect of teaching such as homework practice. Since emotions vary between situations, it can be assumed that teachers’ emotions also vary between the activities that teachers perform. In this study, we therefore focus on one specific teach…
“It’s where learning and teaching begins ‒ is this relationship” — insights on the teacher-student relationship at university from the teachers’ perspective
Positive teacher-student relationships have been identified as important for teacher and student well-being and for high-quality teaching and learning processes and outcomes. However, research on the perceptions of teachers in higher education on a high-quality relationship with students and the perceived antecedents is still scarce. This study aimed to address this research gap by interviewing 15 Australian higher education teachers about their …
Mentor teachers’ motivations and implications for mentoring style and enthusiasm
Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive m…
Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner
An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emo…
Fostering preservice teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence: Results from a mixed-methods intervention study in Austria
Student teachers’ perceptions of trust during the team practicum
Team teaching as a form of collaborative teaching practice is increasingly employed in teacher education. Positive and trusting relationships with the team partner and the mentor teacher are at the core of such internships and form the basis for optimal learning experiences and successful cooperation in the practicum. However, trust has been little explored in pre-service teacher education. The present study addressed students’ perceptions of tru…
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
A teacher's decision to become a mentor teacher affects mentoring quality and the practicum experience of student teachers respectively. However, little systematic knowledge about teachers' motivations to become mentors exists to date. Based on expectancy-value theory (EVT), this interview study among 23 secondary school mentor teachers explores which aspects motivate teachers to undertake the task of mentoring. In line with EVT, teachers choose …
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…
At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown
According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially alter…
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: …
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…
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…
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…
Teachers' self-concepts and emotions: Conceptualization and relations
I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions
This article addresses the issue of university teachers' emotions generated through teaching and interacting with students. While research on school teachers' emotions is on the increase, interest in the significance of university teachers' emotions is still limited. In light of the growing attention given to the quality of university teaching around the world, and evidence of the impact of emotions on school teachers' well-being and teaching pra…
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…
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
A teacher's decision to become a mentor teacher affects mentoring quality and the practicum experience of student teachers respectively. However, little systematic knowledge about teachers' motivations to become mentors exists to date. Based on expectancy-value theory (EVT), this interview study among 23 secondary school mentor teachers explores which aspects motivate teachers to undertake the task of mentoring. In line with EVT, teachers choose …
Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study
BackgroundTeam teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.AimTherefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillo…
Mentor teachers’ motivations and implications for mentoring style and enthusiasm
Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive m…
Teacher–student relationship at university: An important yet under-researched field
This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.
I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions
This article addresses the issue of university teachers' emotions generated through teaching and interacting with students. While research on school teachers' emotions is on the increase, interest in the significance of university teachers' emotions is still limited. In light of the growing attention given to the quality of university teaching around the world, and evidence of the impact of emotions on school teachers' well-being and teaching pra…
Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship
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…
Teachers' self-concepts and emotions: Conceptualization and relations
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…
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…
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: …
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…
At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown
According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially alter…
Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner
An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emo…
Fostering preservice teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence: Results from a mixed-methods intervention study in Austria
Student teachers’ perceptions of trust during the team practicum
Team teaching as a form of collaborative teaching practice is increasingly employed in teacher education. Positive and trusting relationships with the team partner and the mentor teacher are at the core of such internships and form the basis for optimal learning experiences and successful cooperation in the practicum. However, trust has been little explored in pre-service teacher education. The present study addressed students’ perceptions of tru…
Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations
A teacher's decision to become a mentor teacher affects mentoring quality and the practicum experience of student teachers respectively. However, little systematic knowledge about teachers' motivations to become mentors exists to date. Based on expectancy-value theory (EVT), this interview study among 23 secondary school mentor teachers explores which aspects motivate teachers to undertake the task of mentoring. In line with EVT, teachers choose …
Grundlagen und Anwendung von Mixed Methods in der empirischen Bildungsforschung
“I feel enthusiastic, when the homework is done well”: Teachers’ emotions related to homework and their antecedents
Emotions are an important factor influencing teaching behavior and teaching quality. Previous studies have primarily focused on teachers’ emotions in the classroom in general, rather than focusing on a specific aspect of teaching such as homework practice. Since emotions vary between situations, it can be assumed that teachers’ emotions also vary between the activities that teachers perform. In this study, we therefore focus on one specific teach…
“It’s where learning and teaching begins ‒ is this relationship” — insights on the teacher-student relationship at university from the teachers’ perspective
Positive teacher-student relationships have been identified as important for teacher and student well-being and for high-quality teaching and learning processes and outcomes. However, research on the perceptions of teachers in higher education on a high-quality relationship with students and the perceived antecedents is still scarce. This study aimed to address this research gap by interviewing 15 Australian higher education teachers about their …
Mentor teachers’ motivations and implications for mentoring style and enthusiasm
Using expectancy-value theory, this cross-sectional study examines the extent to which the expectations and values mentor teachers attach to mentoring are associated with their mentoring styles and enthusiasm. Path-analytical results of N = 189 Austrian mentor teachers surveyed in 2022 showed that high expectations of success and high attribution of values related to the social utility of mentoring are associated with self-assessed constructive m…
Mentor teachers’ achievement goal orientations for mentoring during the practicum
Teachers' varied goal orientations meaningfully explain differences in their behaviour and cognition.Achievement goal orientation theory (GOT) provides a valuable theoretical framework for understanding teacher motivation.However, GOT has not yet been applied in the context of mentoring student teachers during the practicum.This study explores the use of GOT and describes mentor teachers' motivations during the school practicum.For this, we analy…
The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum
The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative persp…
Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers
Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related …
Satisfaction and general well-being of Austrian student teachers who enter the teaching profession while still studying
The teacher shortage is an increasingly urgent challenge for the Austrian education system. Consequently, the Austrian government recruits student teachers who are still in bachelor’s or master’s programmes to fill open positions. This empirical study examined the demands and resources that student teachers experience in their jobs and studies. Based on the job demands-resources model, we investigated the health effects and motivation impacting s…
Teachers' Regulation of Positive Emotions and Its Association With Burnout—Results of a Diary Study in the Team‐Teaching Setting
This study focuses on teachers' regulation of positive emotions and experiences of burnout in the collaborative team‐teaching setting. Team teachers experience a variety of positive emotions that they consequently regulate daily in the classroom. Because teachers' emotion regulation has theoretically and empirically been linked to their occupational health, team teachers' regulation of positive emotions might have a possibly preventative function…
Need satisfaction and frustration profiles as a lens to understand emotions in student teachers in the school placement
Student teachers experience different emotions during their school placement that are essential for their professional development. Based on self-determination theory, this study investigates how the satisfaction and frustration of basic psychological needs—autonomy, competence, and relatedness—are associated with these emotions. Using a person-centred approach, 203 Austrian secondary student teachers filled in a questionnaire before and after th…
Psychology (22 works) · Pedagogy (16 works) · Social Psychology (16 works) · Mathematics education (15 works) · Motivation and Self-Concept in Sports (10 works) · Teacher Education and Leadership Studies (10 works) · Education, Achievement, and Giftedness (8 works) · Teacher Professional Development and Motivation (8 works) · Communication in Education and Healthcare (7 works) · Collaborative Teaching and Inclusion (6 works)