Madita Frühauf
Biographic Data
| ID | 6605798 |
|---|---|
| NAME | Madita Frühauf |
| GIVEN NAMES | Madita |
| FAMILY NAME | Frühauf |
| SIGNATURE | FRÜHAUF M |
| AFFILIATIONS | Freie Universität Berlin |
| ORCID | 0000-0001-5941-7757 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How teacher behaviour in student‐teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles
BACKGROUND & AIMS: Mathematics anxiety impairs student learning, particularly affecting girls. Grounded in interpersonal theory, this study investigated how interpersonal teacher behaviours in student-teacher dyads relate to boys' and girls' mathematics anxiety. We defined these behaviours using an interpersonal circumplex, which blends agency (guidance, control) and communion (warmth, sensitivity). Additionally, we examined whether these relatio…
A Circumplex Approach to Identify Complementarity in Dyadic Teacher Behaviors Depending on Student Communion and Competence
Interpersonal teacher behavior can be described with the Interpersonal Circumplex on the dimensions of communion (warmth, sensitivity) and agency (initiative, control). In an observational study, we investigated whether a teacher's interpersonal behavior in dyadic interactions with a student is complementary to the student's communion and scholastic competence: Does the teacher act communal to the extent that the student behaves communal, and doe…
Communal and agentic teacher behavior in teacher-child dyads. A new self-report scale based on a circumplex approach
Introduction The goal of this study was to develop a self-report scale measuring the teacher’s interpersonal behavior in teacher-child dyads in elementary schools and to provide evidence of the scale’s validity. Using the framework of interpersonal theory, the Questionnaire on Dyadic Interpersonal Teacher Behavior (DITeB) models teacher behavior in an interpersonal circumplex that allows for the simultaneous analysis of teacher behavior along the…
Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype …
Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; M age = 26.29 years; 75.2% female) and school students' (Study 2; M age = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs sch…
Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning
Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of th…
Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning
Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of th…
Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning
Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of th…
Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype …
Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; M age = 26.29 years; 75.2% female) and school students' (Study 2; M age = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs sch…
Communal and agentic teacher behavior in teacher-child dyads. A new self-report scale based on a circumplex approach
Introduction The goal of this study was to develop a self-report scale measuring the teacher’s interpersonal behavior in teacher-child dyads in elementary schools and to provide evidence of the scale’s validity. Using the framework of interpersonal theory, the Questionnaire on Dyadic Interpersonal Teacher Behavior (DITeB) models teacher behavior in an interpersonal circumplex that allows for the simultaneous analysis of teacher behavior along the…
A Circumplex Approach to Identify Complementarity in Dyadic Teacher Behaviors Depending on Student Communion and Competence
Interpersonal teacher behavior can be described with the Interpersonal Circumplex on the dimensions of communion (warmth, sensitivity) and agency (initiative, control). In an observational study, we investigated whether a teacher's interpersonal behavior in dyadic interactions with a student is complementary to the student's communion and scholastic competence: Does the teacher act communal to the extent that the student behaves communal, and doe…
How teacher behaviour in student‐teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles
BACKGROUND & AIMS: Mathematics anxiety impairs student learning, particularly affecting girls. Grounded in interpersonal theory, this study investigated how interpersonal teacher behaviours in student-teacher dyads relate to boys' and girls' mathematics anxiety. We defined these behaviours using an interpersonal circumplex, which blends agency (guidance, control) and communion (warmth, sensitivity). Additionally, we examined whether these relatio…
Psychology (4 works) · Social Psychology (4 works) · Pedagogy (3 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · German (2 works) · Interpersonal communication (2 works) · Interpersonal relationship (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works)