Episodes

  • Thema: Lernen mit allen Sinnen

    Um diese Studie geht es:

    Li, J., & Deng, S. W. (2023). Facilitation and interference effects of the multisensory context on learning: a systematic review and meta-analysis. Psychological Research, 87(5), 1334-1352.

    ErwĂ€hnt: Gudjons, H. (2014). Handlungsorientiert lehren und lernen: SchĂŒleraktivierung-SelbsttĂ€tigkeit-Projektarbeit. Bad Heilbrunn: Julius Klinkhardt.

    Warwitz, S., & Rudolf, A. (1977). Das Prinzip des mehrdimensionalen Lehrens und Lernens. In: Dies.: Projektunterricht. Didaktische Grundlagen und Modelle (S. 15-22). Schorndorf: Verlag Hofmann.

    Kahlert, J. (2007). Ganzheitlich Lernen mit allen Sinnen? PlĂ€doyer fĂŒr einen Abschied von unergiebigen Begriffen. Widerstreit Sachunterricht, (8).

    Weitere Forschung:

    Rau, P. L. P., Zheng, J., & Wei, Y. (2020). Distractive effect of multimodal information in multisensory learning. Computers & Education, 144, 103699.

  • Thema: SchĂŒlerinnen- und SchĂŒleraktivierung

    Um diese Studie geht es:

    Fischer, E., & HĂ€nze, M. (2019). Back from “guide on the side” to “sage on the stage”? Effects of teacher-guided and student-activating teaching methods on student learning in higher education. International Journal of Educational Research, 95, 26-35.

    ErwĂ€hnt: Gudjons, H. (2014). Handlungsorientiert lehren und lernen: SchĂŒleraktivierung-SelbsttĂ€tigkeit-Projektarbeit. Bad Heilbrunn: Julius Klinkhardt.

    Weitere Forschung:

    Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.

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  • Thema: Feedback

    Um diese Forschungsarbeit geht es:

    Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.

    Zu FlugunfÀllen:

    Helmreich, R. L. (1997). Managing human error in aviation. Scientific American, 276(5), 62-67.

    Weiter Forschung:

    Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

    Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087.

    Fulham, N. M., Krueger, K. L., & Cohen, T. R. (2022). Honest feedback: Barriers to receptivity and discerning the truth in feedback. Current Opinion in Psychology, 101405.

    Zur Feedback-Nutzung durch Lehrerinnen und Lehrer

    GĂ€rtner, H. (2013). Wirksamkeit von SchĂŒlerfeedback als Instrument der Selbstevaluation von Unterricht. In: J. Hense, S. RĂ€diker, W. Böttcher & T. Widmer (Hrsg.): Forschung ĂŒber Evaluation. Bedingungen, Prozesse und Wirkungen. MĂŒnster: Waxmann, 107-124.

    Richter, D. & Pant, H. A. (2016). Lehrerkooperation in Deutschland: Eine Studie zu kooperativen Arbeitsbeziehungen bei LehrkrĂ€ften der Sekundarstufe I. GĂŒtersloh [u.a.]. Bertelsmann Stiftung; Robert Bosch Stiftung; Stiftung Mercator; Deutsche Telekom-Stiftung.

    ErwÀhnt:

    Schaefers, C. (2002). Forschung zur Lehrerausbildung in Deutschland – eine bilanzierende Übersicht der neueren empirischen Studien. Schweizerische Zeitschrift fĂŒr Bildungswissenschaften, 24, 65-90

  • Thema: Kritisches Denken
    Studie: Sá, W. C., West, R. F., & Stanovich, K. E. (1999). The domain specificity and generality of belief bias: Searching for a generalizable critical thinking skill. Journal of Educational Psychology, 91(3), 497-510.
     
    zu Fake news:
    Pennycook, G., and Rand, D. G. (2019b). Who Falls for Fake News? the Roles of Bullshit Receptivity, Overclaiming, Familiarity, and Analytic Thinking. J. Pers 88 (2), 185–200.

    Weitere Forschung:
    Willingham, D. T. 2008. “Critical Thinking: Why is it so Hard to Teach?” Arts Education Policy Review 109(4), 21–32.
    Zeiser, K. L., Taylor, J., Rickles, J., Garet, M. S., & Segeritz, M. (2014). Evidence of deeper learning outcomes. Findings from the study of deeper learning opportunities and outcomes: Report 3. American Institutes for Research.

  • Thema: Der motivierende Unterrichtseinstieg
    Um diese Studie geht es: Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1(4), 240-246.

    zu situationalem Interesse:
    Schiefele, U. (2009). Situational and individual interest. Handbook of motivation at school, 197-222.
    Mehr Forschung:
    Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93-105.
    Senko, C., Perry, A. H., & Greiser, M. (2022). Does triggering learners’ interest make them overconfident?. Journal of Educational Psychology, 114(3), 482-497.
     
    Beispiel für pädagogische Ratgeberliteratur:
    https://www.cornelsen.de/magazin/beitraege/motivierende-unterrichtseinstiege-tipps-ideen

  • Thema: LehrkrĂ€ftegesundheitUm diese Studie geht es: Adams, G. S., Converse, B. A., Hales, A. H., & Klotz, L. E. (2021). People systematically overlook subtractive changes. Nature, 592(7853), 258-261. Replikationsstudie:Fillon, A., Girandola, F., Bonnardel, N., & Souchet, L. (2022). People systematically overlook subtractive changes (2021): Replication and extension.zu Belastungsfaktoren im Lehrerinnen- und Lehrerberuf:Scheuch, K., Rehm, U., & Seibt, R. (2008). PrĂ€vention und Gesundheitsförderung in Lehrberufen. PrĂ€vention und Gesundheitsförderung, 3(3), 99-205.zu Schuld und Scham:Shen, L. (2018). The evolution of shame and guilt. PloS one, 13(7), e0199448.Hargreaves, A., & Tucker, E. (1991). Teaching and guilt: Exploring the feelings of teaching. Teaching and Teacher Education, 7(5-6), 491-505.

    zu „motivierenden Unterrichtseinstiegen“:Senko, C., Perry, A. H., & Greiser, M. (2022). Does triggering learners’ interest make them overconfident?. Journal of Educational Psychology, 114(3), 482-497.

  • Thema: Mobbing

    Um diese Studie geht es in der Folge: Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?. School Psychology Review, 32(3), 365-383.

    Diese Studien/Metaanalysen werden erwähnt:

    Zur Auftretenshäufigkeit von Mobbing:

    Fischer, S. M., John, N., Melzer, W., Kaman, A., Winter, K., & Bilz, L. (2020). Mobbing und Cybermobbing bei Kindern und Jugendlichen in Deutschland–Querschnittergebnisse der HBSC-Studie 2017/18 und Trends.

    Oertel L, Melzer W, Schmechtig N (2016) Gewalt und Mobbing im Schulkontext und dessen Folgen für die Gesundheit. In: Bilz L, Sudeck G, Bucksch J et al. (Hrsg) Schule und Gesundheit Ergeb- nisse des WHO-Jugendgesundheitssurveys „Health Behaviour in School-aged Children“. Weinheim: Beltz Juventa, S. 222–243

    Zusammenhänge mit Schulabsentismus, Depression und Suizidgedanken
    Van der Wal, M. F., De Wit, C. A., & Hirasing, R. A. (2003). Psychosocial health among young victims and offenders of direct and indirect bullying. Pediatrics, 111(6), 1312-1317.

    Zur Wirksamkeit von Prävention und Intervention:

    Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school Mobbing intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26-42.

    Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce Mobbing: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27-56.

    Hensums, M., De Mooij, B., Kuijper, S. C., Fekkes, M., & Overbeek, G. (2022). What works for whom in school-based anti-Mobbing interventions? An individual participant data meta-analysis. Prevention Science, 1-12.

  • Thema: Scaffolding

    Um diese Studie geht es in der Folge:

    Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.

    ErwÀhnt:

    Thornton, A., & McAuliffe, K. (2006). Teaching in wild meerkats. Science, 313(5784), 227-229. Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22, 271-296. Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates Belland, B. R., Walker, A. E., Olsen, M. W., & Leary, H. (2015). A pilot meta-analysis of computer-based scaffolding in STEM education. Journal of Educational Technology & Society, 18(1), 183-197.

    Zur Wirksamkeit von Differenzierung:

    Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice?. Review of Educational Research, 90(4), 459-498. Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31-54.
  • Thema: Hypes
    Um diese Studie geht es in der Folge:
    Meichenbaum, D., & Lilienfeld, S. O. (2018). How to spot hype in the field of psychotherapy: A 19-item checklist. Professional Psychology: Research and Practice, 49(1), 22-30
    Diese Studien werden erwähnt:

    Nissen-Lie, H. A., Monsen, J. T., Ulleberg, P., & Rønnestad, M. H. (2013). Psychotherapists’ self-reports of their interpersonal functioning and difficulties in practice as predictors of patient outcome. Psychotherapy Research, 23, 86 –104
    Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L., & Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology: Training & Pedagogy, 39(1), 11-24.
    Wood, S. L., & Swait, J. (2002). Psychological indicators of innovation adoption: Cross-classification based on need for cognition and need for change. Journal of Consumer Psychology, 12(1), 1-13.





  • Thema: Offener Unterricht

    Um diese Studie geht es in der Folge:

    Hauk, D., & Gröschner, A. (2022). How effective is learner-controlled instruction under classroom conditions? A systematic review. Learning and Motivation, 80, 101850.

    Diese Studien/Metaanalysen werden erwÀhnt:

    Hanke, P. (2002). Lehr-Lernkulturen und schriftsprachliche Handlungskompetenzen im Primarstufenbereich. Köln: Habilitationsschrift UniversitÀt Köln. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86. Giaconia, R. M., & Hedges, L. V. (1982). Identifying features of effective open education. Review of educational research, 52(4), 579-602.
  • Thema: Kooperatives Lernen

    Um diese Studie geht es in der Folge:

    Slavin, R. E. (1983). When does cooperative learning increase student achievement?. Psychological Bulletin, 94(3), 429-445.

    Diese Studien/Metaanalysen werden erwÀhnt:

    Völlinger, V. A., Supanc, M., & Brunstein, J. C. (2018). Kooperatives Lernen in der Sekundarstufe. Zeitschrift fĂŒr Erziehungswissenschaft, 21(1), 159-176. Forslund Frykedal, K., & Samuelsson, M. (2016). “What’s in it for Me?” A Study on Students’ Accommodation or Resistance during Group Work. Scandinavian Journal of Educational Research, 60(5), 500-514. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Minneapolis: University of Minnesota. Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning: do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149.
  • Thema: Nonverbale Kommunikation

    Um diese Studie geht es in der Folge:

    Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of Personality and Social Psychology, 64(3), 431-441.

    ErwÀhnt:

    Mehrabian, A., & Ferris, S. R. (1967). Inference of attitudes from nonverbal communication in two channels. Journal of Consulting Psychology, 31(3), 248-252. Mehrabian, A., & Wiener, M. (1967). Decoding of inconsistent communications. Journal of personality and social psychology, 6(1), 109-114. Naftulin, D. H., Ware Jr, J. E., & Donnelly, F. A. (1973). The Doctor Fox lecture: A paradigm of educational seduction. Academic Medicine, 48(7), 630-635. Hall, J. A. (1998). How big are nonverbal sex differences? The case of smiling and sensitivity to nonverbal cues. In D. J. Canary & K. Dindia (Eds.), Sex differences and similarities in communication: Critical essays and empirical investigations of sex and gender in interaction (S. 155–177). New York: Lawrence Erlbaum Associates Publishers.
  • Thema: KreativitĂ€t

    Um diesen Artikel geht es in der Folge: Baer, J. (2010). Is creativity domain speciïŹc. In: J. Kaufman, & R. Sternberg, The Cambridge Handbook of Creativity (S. 321-341). Cambridge: University Press.

    ErwÀhnt:

    Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11(2), 179-182. Baer, J. (1998). The case for domain specificity of creativity. Creativity research journal, 11(2), 173-177. Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3(3), 139. Barbot, B., Besançon, M., & Lubart, T. (2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178-187.
  • Thema: Unterrichtsbeobachtungen

    Um diese Studie geht es in der Folge: 

    Strong, M., Gargani, J., & Hacifazlioğlu, Ö. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62(4), 367-382. 

    Zu value added measures: Misco, T. (2008). Was that a result of my teaching? A brief exploration of value-added assessment. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(1), 11-14.

    ErwÀhnt:

    Hill, H. C., Charalambous, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56-64. Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices. Thousand Oaks: Corwin Press. Rosenbusch, H. S. (1992). Lehrer und SchulrĂ€te – ein strukturell gestörtes VerhĂ€ltnis. Bamberg: Erziehungswissenschaftliche ForschungsbeitrĂ€ge der Otto-Friedrich-UniversitĂ€t. Steinberg, M. P., & Garrett, R. (2016). Classroom composition and measured teacher performance: What do teacher observation scores really measure?. Educational Evaluation and Policy Analysis, 38(2), 293-317.
  • Thema: Korrekturen

    Um diese Studie geht es in der Folge: 

    Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of second language Writing, 16(4), 255-272.

    Intro:

    Schaarschmidt, U. (2006). AVEM – ein persönlichkeitsdiagnostisches Instrument fĂŒr die berufsbezogene Rehabilitation. In Arbeitskreis Klinische Psychologie in der Rehabilitation BDP (Hrsg.). Psychologische Diagnostik – Weichenstellung fĂŒr den Reha – Verlauf. Deutscher Psychologen Verlag GmbH, Bonn. S.59-82 Hillert, A., Lehr, D., Koch, S., Bracht, M.M., Ueing, S., Sosnowsky-Waschek, N. & LĂŒdtke, K. (2018). Lehrergesundheit: AGIL – das PrĂ€ventionsprogramm fĂŒr Arbeit und Gesundheit im Lehrerberuf (2., ĂŒberarbeitete Aufl. 2016 Aufl.). Schattauer.

    ErwÀhnt:

    Mußmann, F., RiethmĂŒller, M., & Hardwig, T. (2016). NiedersĂ€chsische Arbeitszeitstudie. LehrkrĂ€fte an öffentlichen Schulen 2015/2016. Göttingen: Georg-August-UniversitĂ€t. Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11. Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329. Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. Synthesizing Research on Language Learning and Teaching, 13, 133-164. Spychiger M., Oser F., Hascher T., Mahler F. (1999) Entwicklung einer Fehlerkultur in der Schule. In: Althof W. (eds) Fehlerwelten. Wiesbaden: VS Verlag fĂŒr Sozialwissenschaften.
  • Thema: Cognitive Load Theory

    Um diese Studie geht es in der Folge:
    Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.

    ErwÀhnt:

    Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. Moreno, R. (2006). When worked examples don't work: Is cognitive load theory at an impasse?. Learning and Instruction, 16(2), 170-181. Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works: Evidence for productive failure. Review of Educational Research, 91(5), 761-798.
  • Thema: Hausaufgaben

    Um diese Studie geht es in der Folge:
    Trautwein, U. (2007). The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17(3), 372-388.

    Intro:

    Artikel „Hausaufgaben bringen nichts“ (Spiegel Online, 31.01.2008)

    Diese Studien werden in der Folge erwÀhnt:

    Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1-62. Flunger, B., Trautwein, U., Nagengast, B., LĂŒdtke, O., Niggli, A., & Schnyder, I. (2015). The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. Learning and Instruction, 39, 97-106. FernĂĄndez Alonso, R., Álvarez DĂ­az, M., GarcĂ­a Crespo, F. J., Woitschach Mendoza, P. R., & Muñiz FernĂĄndez, J. (2022). Should we help our children with homework? A meta-analysis using PISA data. Psicothema.
  • Thema: EinflĂŒsse auf SchĂŒlerinnen- und SchĂŒlerleistungen

    Um diese Studie geht es in der Folge:
    Hattie, J.A.C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. London: Routledge.

    Diese Studien werden in der Folge erwÀhnt:

    Rorschach, H. (1921) Psychodiagnostik. Methodik und Ergebnisse eines wahrnehmungsdiagnostischen Experiments. Bern: Bircher. Wecker, C., Vogel, F., & Hetmanek, A. (2017). VisionĂ€r und imposant–aber auch belastbar?. Zeitschrift fĂŒr Erziehungswissenschaft, 20(1), 21-40. Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087.
  • Thema: Langeweile

    Um diese Studie geht es in der Folge:
    Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored?. Teaching and Teacher Education, 39, 22-30. 

    Arten von Langeweile: 

    Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38(3), 401-419.

    ErwĂ€hnt werden: 

    Larson, R. W. & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418–443.  Götz, T., Frenzel, A. C., & Pekrun, R. (2007). Regulation von Langeweile im Unterricht. Was SchĂŒlerinnen und SchĂŒler bei der" Windstille der Seele"(nicht) tun. Unterrichtswissenschaft, 35(4), 312-333. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. Götz, T., & Frenzel, A. C. (2006). PhĂ€nomenologie schulischer Langeweile. Zeitschrift fĂŒr Entwicklungspsychologie und PĂ€dagogische Psychologie, 38(4), 149-153. Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction?. Psychological Bulletin, 82(2), 213-225.

    Weitere Forschung zum Thema:

    Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28.

    Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored?: Students' strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638.

    Tze, V., Daniels, L. M., & Klassen, R. M. (2016). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28(1), 119-144.

  • Thema: Persönlichkeit und Selbstwirksamkeit von Lehrpersonen 

    Um diese Studie geht es in der Folge:
    Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.  

    Diese Forschungsarbeiten werden erwÀhnt:

    Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Jones, E. E., & Nisbett, R. E. (1972). The actor and the observer: Divergent perceptions of the causes of behavior. In E. E. Jones et al. (Eds.), Attribution: Perceiving the causes of behavior (S. 79-94). New York: General Learning Press, Hanfstingl, B., & Mayr, J. (2007). Prognose der BewĂ€hrung im Lehrerstudium und im Lehrerberuf. Journal fĂŒr Lehrerinnen- und Lehrerbildung, 7(2). 48-56. 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. 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.