Adler-Constantinescu, C., Beşu, E.-C., & Negovan, V. (2013). Perceived social support and perceived self-efficacy during adolescence. Procedia—Social and Behavioral Sciences, 78, 275–279. https://doi.org/10.1016/j.sbspro.2013.04.294.
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: a multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. https://doi.org/10.1007/s10648-013-9244-0.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
Burić, I., & Moè, A. (2020). What makes teachers enthusiastic: the interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89(7), 103008. https://doi.org/10.1016/j.tate.2019.103008.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. https://doi.org/10.1016/j.jsp.2006.09.001.
Celeux, G., & Soromenho, G. (1996). An Entropy criterion for assessing the number of clusters in a mixture model. Journal of Classification, 13(2), 195–212. https://doi.org/10.1007/BF01246098.
Chen, G., & Kanfer, R. (2006). Toward a systems theory of motivated behavior in work teams. Research in Organizational Behavior, 27, 223–267. https://doi.org/10.1016/s0191-3085(06)27006-0.
Chen, X., Zhong, J., Luo, M., & Lu, M. (2020). Academic self-efficacy, social support, and professional identity among preservice special education teachers in China. Frontiers in Psychology, 11, 1–10. https://doi.org/10.3389/fpsyg.2020.00374.
Cobb, S. L., & Foeller, W. H. (1992). An organizational behavior analysis of teacher attitudes about teaching high school economics. Theory & Research in Social Education, 20(4), 421–439. https://doi.org/10.1080/00933104.1992.10505681.
Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis. With applications in the social, behavioral, and health sciences. Hoboken: John Wiley.
Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Harper Perennial.
Davidov, E., Meuleman, B., Cieciuch, J., Schmidt, P., & Billiet, J. (2014). Measurement equivalence in cross-national research. Annual Review of Sociology, 40(1), 55–75. https://doi.org/10.1146/annurev-soc-071913-043137.
Decker, A.-T., Kunter, M., & Voss, T. (2015). The relationship between quality of discourse during teacher induction classes and beginning teachers’ beliefs. European Journal of Psychology of Education, 30(1), 41–61. https://doi.org/10.1007/s10212-014-0227-4.
Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: the effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. https://doi.org/10.1016/j.tate.2015.01.013.
Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153.
Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Educational Psychology Papers and Publications, 64, 430–457. https://doi.org/10.1207/S15328007SEM0803_5.
Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: the mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: the role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013.
Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916–934. https://doi.org/10.1016/j.tate.2006.03.013.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695.
Graham, J. W. (2009). Missing data analysis: making it work in the real world. Annual Review of Psychology, 60, 549–576. https://doi.org/10.1146/annurev.psych.58.110405.085530.
Holzberger, D., & Prestele, E. (2021). Teacher self-efficacy and self-reported cognitive activation and classroom management: a multilevel perspective on the role of school characteristics. Learning and Instruction, 76, 101513. https://doi.org/10.1016/j.learninstruc.2021.101513.
Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: a longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786. https://doi.org/10.1037/a0032198.
Holzberger, D., Maurer, C., Kunina-Habenicht, O., & Kunter, M. (2021). Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being. Teaching and Teacher Education, 100, 10328. https://doi.org/10.1016/j.tate.2021.103285.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118.
Ingersoll, R. (2012). Beginning teacher induction: what the data tell us. Phi Delta Kappan, 93(8), 47–51. https://doi.org/10.1177/003172171209300811.
Kassis, W., Graf, U., Keller, R., Ding, K., & Rohlfs, C. (2019). The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education. European Journal of Teacher Education, 42(3), 391–409. https://doi.org/10.1080/02619768.2019.1576624.
Keller, M. M., Woolfolk Hoy, A., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743–769. https://doi.org/10.1007/s10648-015-9354-y.
Keller, M. M., Becker, E. S., Frenzel, A. C., & Taxer, J. L. (2018). When teacher enthusiasm is authentic or inauthentic: lesson profiles of teacher enthusiasm and relations to students’ emotions. AERA Open, 4(2), 1–16. https://doi.org/10.1177/2332858418782967.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237.
Kleickmann, T., & Anders, Y. (2013). Learning at university. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss & M. Neubrand (Eds.), Mathematics teacher education. Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 321–332). Wiesbaden: Springer. https://doi.org/10.1007/978-1-4614-5149-5_16.
König, J., Tachtsoglou, S., Lammerding, S., Strauß, S., Nold, G., & Rohde, A. (2017). The role of opportunities to learn in teacher preparation for EFL teachers’ pedagogical content knowledge. The Modern Language Journal, 101(1), 109–127. https://doi.org/10.1111/modl.12383.
Krapp, A. (2002). Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383–409. https://doi.org/10.1016/S0959-4752(01)00011-1.
Kunter, M., & Holzberger, D. (2014). Loving teaching: research on teachers’ intrinsic orientation. In P. W. Richardson, S. A. Karabenick & H. M. Watt (Eds.), Teacher motivation: Theory and practice (pp. 83–99). London: Routledge.
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482. https://doi.org/10.1016/j.learninstruc.2008.06.008.
Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289–301. https://doi.org/10.1016/j.cedpsych.2011.07.001.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583.
Kunter, M., Kunina-Habenicht, O., Baumert, J., Dicke, T., Holzberger, D., Lohse-Bossenz, H., Leutner, D., Schulze-Stocker, F., & Terhart, E. (2017). Bildungswissenschaftliches Wissen und professionelle Kompetenz in der Lehramtsausbildung. In C. Gräsel & K. Trempler (Eds.), Entwicklung von Professionalität pädagogischen Personals: Interdisziplinäre Betrachtungen, Befunde und Perspektiven (pp. 37–54). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-07274-2_3.
Lazarides, R., Watt, H. M., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning and Instruction, 69(3), 101346. https://doi.org/10.1016/j.learninstruc.2020.101346.
Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher self-efficacy and enthusiasm: relations to changes in student-perceived teaching quality at the beginning of secondary education. Learning and Instruction, 73, 101435. https://doi.org/10.1016/j.learninstruc.2020.101435.
Locke, E. A., & Latham, G. P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29(3), 388–403. https://doi.org/10.2307/20159050.
Masyn, K. E. (2013). Latent class analysis and finite mixture modelling. In T. D. Little (Ed.), The Oxford handbook of quantitative methods in psychology (pp. 551–611). Oxford: Oxford University Press.
McArdle, J. J. (2009). Latent variable modeling of differences and changes with longitudinal data. Annual Review of Psychology, 60, 577–605. https://doi.org/10.1146/annurev.psych.60.110707.163612.
McArdle, J. J., & Prindle, J. J. (2008). A latent change score analysis of a randomized clinical trial in reasoning training. Psychology and Aging, 23(4), 702–719. https://doi.org/10.1037/a0014349.
Muthen, L., & Muthen, B. (2017). Mplus user’s guide. Muthén & Muthén.
Nylund, K. L., Asparouhov, T., & Muthen, B. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A monte carlo simulation study. Structural Equation Modeling, 14(4), 535–569. https://doi.org/10.1080/10705510701575396.
Parker, P. D., Marsh, H. W., Morin, A. J. S., Seaton, M., & Van Zanden, B. (2015). If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school. British Journal of Educational Psychology, 85(2), 172–191. https://doi.org/10.1111/bjep.12050.
Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickhäuser, O., Janke, S., & Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65, 241–254. https://doi.org/10.1016/j.tate.2017.03.023.
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., & Baumert, J. (2011). Soziale Unterstützung beim Berufseinstieg ins Lehramt [Social support at career entry for teachers—An empirical study on the importance of mentors and peers]. Zeitschrift für Erziehungswissenschaft, 14(1), 35–59. https://doi.org/10.1007/s11618-011-0173-8.
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166–177. https://doi.org/10.1016/j.tate.2013.07.012.
Rodriguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I., & Cerezo, R. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107–120. https://doi.org/10.1989/ejep.v7i2.183.
Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36.
Schwarzer, R., Schmitz, G. S., & Daytner, G. T. (1999). The teacher self-efficacy scale. http://userpage.fu-berlin.de/~health/teacher_se.htm. Accessed: 1 Feb 2021.
Schwarzer, R., Knoll, N., & Rieckmann, N. (2003). Social support. In A. Kaptein & J. Weinmann (Eds.), Introduction to health psychology (pp. 1–23). Hoboken: Blackwell.
Thommen, D., Sieber, V., Grob, U., & Praetorius, A.-K. (2021). Teachers’ motivational profiles and their longitudinal associations with teaching quality. Learning and Instruction, 76(3), 101514. https://doi.org/10.1016/j.learninstruc.2021.101514.
Tschannen-Moran, M., & Hoy, W. A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1.
Tschannen-Moran, M., & Hoy, W. A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003.
Voss, T., & Kunter, M. (2020). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015.
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99(1), 181–193. https://doi.org/10.1037/0022-0618.104.22.168.
Woolfolk Hoy, A., & Spero, B. R. (2005). Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007.
Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in Psychology, 8, 1–11. https://doi.org/10.3389/fpsyg.2017.01264.