Katharina Schnitzler
Biographic Data
| ID | 6511289 |
|---|---|
| NAME | Katharina Schnitzler |
| GIVEN NAMES | Katharina |
| FAMILY NAME | Schnitzler |
| SIGNATURE | SCHNITZLER K |
| AFFILIATIONS | Technical University of Munich |
| ORCID | 0000-0003-1439-0022 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teacher perceptions of student motivation and engagement
Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement…
Keeping track in classroom discourse
This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' attentional processes were positively related to the number of hand-raisings, and that in-service teach…
All better than being disengaged
Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual student…
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
Connecting Judgment Process and Accuracy of Student Teachers
Teachers' ability to assess student cognitive and motivational-affective characteristics is a requirement to support individual students with adaptive teaching. However, teachers have difficulty in assessing the diversity among their students in terms of the intra-individual combinations of these characteristics in student profiles. Reasons for this challenge are assumed to lie in the behavioral and cognitive activities behind judgment processes.…
Keeping track in classroom discourse
This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' attentional processes were positively related to the number of hand-raisings, and that in-service teach…
Connecting Judgment Process and Accuracy of Student Teachers
Teachers' ability to assess student cognitive and motivational-affective characteristics is a requirement to support individual students with adaptive teaching. However, teachers have difficulty in assessing the diversity among their students in terms of the intra-individual combinations of these characteristics in student profiles. Reasons for this challenge are assumed to lie in the behavioral and cognitive activities behind judgment processes.…
All better than being disengaged
Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual student…
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
Keeping track in classroom discourse
This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' attentional processes were positively related to the number of hand-raisings, and that in-service teach…
Teacher perceptions of student motivation and engagement
Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement…
Psychology (5 works) · Cognition (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Education, Achievement, and Giftedness (3 works) · Student engagement (3 works) · Academic achievement (2 works) · Early Childhood Education and Development (2 works) · Educational psychology (2 works) · Motivation and Self-Concept in Sports (2 works)