Unterrichtswissenschaft

, Volume 46, Issue 2, pp 141–164 | Cite as

Bedingungsfaktoren und Funktionen von Emotionen von Lehrpersonen im Unterricht

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Zusammenfassung

Der Beitrag untersucht auf Basis eines appraisal-theoretischen Ansatzes der Emotionsgenese die Bedeutung des subjektiv wahrgenommenen Schüler/innenverhaltens für die Lehrer/innenemotionen sowie die Konsequenzen der Emotionen für das berufliche Wohlbefinden und das Unterrichtsverhalten (Autonomieunterstützung). 132 österreichische Gymnasiallehrkräfte wurden hierzu schriftlich befragt. Die Ergebnisse belegen enge Beziehungen zwischen dem Schüler/innenverhalten und den Lehrer/innenemotionen sowie den Emotionen und dem beruflichen Wohlbefinden. Deutlich schwächer und überwiegend nicht-signifikant war die Beziehung zur Autonomieunterstützung im Unterricht; vor allem unter Kontrolle der Lehrer/innenselbstwirksamkeit.

Schlüsselwörter

Lehreremotionen Unterricht Autonomieunterstützung Wohlbefinden 

Antecedents and functions of teacher emotions

Abstract

Based on an appraisal-theoretical approach to emotions, the present study examined the relevance of student classroom behaviour on teacher emotions as well as the consequences of teacher emotions on occupational well-being and teaching behaviour with regard to autonomy support. Participants were 132 Austrian secondary school teachers, who filled in questionnaires. The results reveal strong associations between student behaviour and teacher emotions and also between emotions and occupational well-being. The association was weaker for autonomy support, in particular after controlling for teaching self-efficacy.

Keywords

Teacher emotions Instruction Autonomy support Well-being 

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Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2018

Authors and Affiliations

  1. 1.Institut für ErziehungswissenschaftUniversität BernBernSchweiz

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