Petrović, Dora and Pedić Duić, Paula and Pavin Ivanec, Tea (2025) Student‑reported early‑career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject: a multilevel analysis. European journal of psychology of education, 40. pp. 1-20. ISSN 0256-2928 (Print), 1878-5174 (Online)
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IN ENGLISH: The study examined the associations between perceived early-career teachers’ classroom management, emotional engagement, and students’ interest in STEM subjects. A total of 918 lower-secondary students rated classroom management and emotional engagement of their early-career STEM teachers (N = 56) and their interest in the subject. Data was analysed using doubly latent multilevel modelling, exploring the mediation climate effect. As expected, in classes where the teacher is perceived as more efficient in managing the class, the teacher is also perceived as more emotionally engaged, whereas students in those classes experience higher interest in the subject. Surprisingly, the direct effect of perceived classroom management was not significant, indicating that the relationship between per- ceived teachers’ classroom management and class-level students’ interest in the subject might be (fully) explained by perceived teachers’ emotional engagement. The results high- light the importance of fostering self-efficacy and emotional engagement among early- career teachers to support and enhance students’ motivation in STEM subjects. --------------- IN CROATIAN: U ovoj su studiji ispitivane povezanosti između učeničkih procjena upravljanja razredom i emocionalne angažiranosti učitelja u ranoj fazi karijere te interesa učenika za STEM predmete. Ukupno je 918 učenika viših razreda osnovne škole procijenilo upravljanje razredom i emocionalnu angažiranost svojih STEM učitelja u ranoj fazi karijere (N = 56), kao i vlastiti interes za predmet. Podaci su analizirani primjenom dvostruko latentnog višerazinskog modeliranja, s fokusom na testiranje medijacijskog klimatskog efekta. Kao što je i očekivano, u razredima u kojima se učitelje doživljava kao učinkovitije u upravljanju razredom, isti se učitelji percipiraju i kao emocionalno angažiraniji, dok učenici u tim razredima iskazuju veći interes za predmet. Direktni efekt percipiranog upravljanja razredom nije bio značajan, što upućuje na to da bi odnos između percipiranog upravljanja razredom i interesa učenika na razini razreda mogao biti (u potpunosti) objašnjen percipiranom emocionalnom angažiranošću učitelja. Rezultati naglašavaju važnost poticanja samoefikasnosti i emocionalne angažiranosti učitelja u ranoj fazi karijere kako bi se podržala i unaprijedila motivacija učenika za STEM predmete.
| Item Type: | Article |
|---|---|
| Additional Information: | Language: English. - Title in Croatian: Učeničke procjene upravljanja razredom i emocionalne angažiranosti STEM učitelja u ranoj fazi karijere i interes učenika za predmet: višerazinska analiza. - Article number: 73. - Full text view-only version: https://rdcu.be/es5jQ |
| Uncontrolled Keywords: | Early-career teachers, STEM, student interest, classroom management, teacher engagement, multilevel analysis (učitelji u ranoj fazi karijere, STEM, interes učenika, upravljanje razredom, angažiranost učitelja, višerazinska analiza) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Depositing User: | Karolina |
| Date Deposited: | 26 Jun 2025 07:53 |
| Last Modified: | 26 Jun 2025 12:58 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/1223 |
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