Andreas Bach
Biographic Data
| ID | 5119654 |
|---|---|
| NAME | Andreas Bach |
| GIVEN NAMES | Andreas |
| FAMILY NAME | Bach |
| SIGNATURE | BACH A |
| AFFILIATIONS | University of Salzburg |
| ORCID | 0000-0003-0088-2392 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
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…
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…
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…
Schulpraktika
Theorie des Unterrichts
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…
Theorie des Unterrichts
Schulpraktika
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…
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…
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…
Education, Achievement, and Giftedness (2 works) · Motivation and Self-Concept in Sports (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology and Education Studies (2 works) · Anger (1 work) · Anxiety (1 work) · Attribution (1 work) · Competence (human resources (1 work) · Constructive (1 work)