The interplay of time management and academic self-efficacy and their influence on pre-service teachers' commitment in the first year in higher education.

Autor/inn/en	Bargmann, Carina; Kauffeld, Simone
Titel	The interplay of time management and academic self-efficacy and their influence on pre-service teachers' commitment in the first year in higher education. Gefälligkeitsübersetzung: Das Zusammenspiel von Zeitmanagement und akademischer Selbstwirksamkeit und ihr Einfluss auf das Engagement von angehenden Lehrkräften im ersten Jahr der Hochschulausbildung.
Quelle	In: Higher education, (2023) 86, S. 1507-1525Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-022-00983-w
Schlagwörter	Eigenschaft; Einstellung (Psy); Selbstkonzept; Selbstwirksamkeit; Pädagogische Diagnostik; Test; Lehramtsstudent; Schüler; Schülerin; Lernmethode; Zeitmanagement; Pädagogikstudent; Leistung; Student; Studentin
Abstract	The first academic year involves a variety of challenges students must overcome to maintain their commitment to enter the teaching profession. Students can build on their initial experience in the second semester, while everything is new in the first semester. This longitudinal study investigates the interplay of academic self-efficacy and time management, which are seen as crucial in the first year, and their effects on pre-service teachers' commitment to their studies in the first year. By considering three measurement points in a random intercept-cross lagged panel model (RI-CLPM) to data from 579 students, we distinguish for the first time between-person and within-person effects and compare the students' experiences in the first and second semester. As expected, students with higher self-efficacy were more committed to their studies and reported better time management. We found considerable differences in the relationships between the first and second semesters at the within-person level, revealing that students' prior time management was not significantly connected with subsequent commitment in the first semester, but in the second semester. Surprisingly, students' self-efficacy showed a small negative relationship with commitment in both semesters. Theoretical and practical implications for students, lecturers, and higher education institutions are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1