Institut für Bildung, Arbeit und Gesellschaft

Permanent URI for this collectionhttps://hohpublica.uni-hohenheim.de/handle/123456789/28

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    Between trust and ambivalence: how does trainee teachers’ perception of the relationship with their mentors explain how trainee teachers experience their work?
    (2024) Maué, Elisabeth; Goller, Michael; Bonnes, Caroline; Kärner, Tobias
    The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more ambivalent compared to trainee teachers with low levels of stress and positive work experiences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers.
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    Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach
    (2022) Schürmann, Linda; Kärner, Tobias; Ringeisen, Tobias
    Introduction: Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam. Methods: 92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time. Results: Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes. Discussion: Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.