Clara Kühn
Biographic Data
| ID | 6508930 |
|---|---|
| NAME | Clara Kühn |
| GIVEN NAMES | Clara |
| FAMILY NAME | Kühn |
| SIGNATURE | KUHN C |
| AFFILIATIONS | University of Salzburg |
| ORCID | 0000-0003-3184-4436 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
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…
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…
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…
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 …
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 …
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…
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 …
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…
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 (4 works) · Motivation and Self-Concept in Sports (3 works) · Pedagogy (3 works) · Psychology (3 works) · Social Psychology (3 works) · Teacher Professional Development and Motivation (3 works) · Competence (human resources (2 works) · Expectancy theory (2 works) · Mathematics education (2 works) · Practicum (2 works)