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Philipps-Universität Marburg
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Abstract
Teachers’ daily tasks are varied and complex - they constantly require flexible adaptation of attention and behaviour. During their traineeship, trainee teachers are confronted with the full extent of their work responsibilities for the first time and often feel overwhelmed and stressed (Rothland & Walter, 2023). However, the overload does not necessarily end with the traineeship - experienced teachers also report stress-related health problems (Dauber & Vollstädt, 2004). In this context, teaching self-regulation skills could be a promising approach to preventing and managing this stress, as these skills can be developed and have been shown to influence both professional performance and mental health of teachers (Baumert & Kunter, 2013). However, concrete interventions to promote self-regulation skills in adults are scarce and cannot be adequately evaluated due to a lack of appropriate measurement tools. Questionnaires used so far are either too context-specific (e.g. learning strategies during studies, Schiefele & Wild, 2009) or refer to stable personality traits rather than concrete and changeable behaviours. The aim of this study was therefore to develop a questionnaire that measures self-regulation as closely as possible to behaviour and that can also be used across contexts. The Marburg Self-Regulation Questionnaire for Teachers (MSR-T) was developed and validated using two online studies with pre-service and experienced teachers (N = 255; N = 356). The subscales showed good to very good psychometric properties. The theoretically proposed factor structure showed good model fit in a confirmatory factor analysis. Convergent and discriminant validity was tested by correlations with the Job Stress Scale, the Teacher Self-Efficacy Scale, the Motivation and Engagement Scale and the short version of the Work and Behavioural Patterns Inventory. The questionnaire was used in a third study (N = 183) with (pre-service) teachers to assess the trainability of self-regulation skills. For this purpose, a short online training programme was developed, which considered the strengths and weaknesses of the participants as recorded in the MSR-T and recommended appropriate training modules in the areas of planning, self-monitoring and reflection. This individualised training was compared with a wait-list control group and a general self-regulation training group that underwent only elements from the self-monitoring module of the individualised training. Self-regulation skills were successfully enhanced with the individualised online training. However, general self-monitoring training was not sufficient to increase competence. In particular, teachers with less professional experience benefited more from the training. Individual subscales of the MSR-T predicted self-reported well-being and stress experience in both the cross-sectional and longitudinal samples.
In summary, the MSR-T has proven to be a suitable tool for contextual and process-specific assessment of self-regulation skills and can also be used to derive individualised training recommendations. The individual strengths and weaknesses profile of the different competencies identified in the process can be effectively addressed through individualised online training. Further implications for training development are discussed.
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Dates
Created: 2025Issued: 2025-06-23Updated: 2025-06-23
Faculty
Fachbereich Psychologie
Publisher
Philipps-Universität Marburg
Language
ger
Data types
DoctoralThesis
DFG-subjects
SelbstregulationOnlinetraining für LehrkräfteLehrkräftegesundheitLehrkräfte
DDC-Numbers
150
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Li Sanchez, Kira: Erfassung und Förderung selbstregulativer Kompetenzen im Lehrberuf. : Philipps-Universität Marburg 2025-06-23. DOI: https://doi.org/10.17192/z2025.0233.