• Janina Roloff Henoch
  • Uta Klusmann
  • Oliver Lüdtke
  • Ulrich Trautwein
Translated title of the contributionThe development of occupational self-regulation : A comparison of teacher students with other students
Occupational self-regulation is a central aspect of teachers' professional competence. Previous research has shown that occupational self-regulation positively affects teachers' well-being and their instructional quality. Based on a model of competence, the assumption that competence is learnable and malleable should also apply to self-regulation. This has not yet been investigated. The present study investigates the development of occupational self-regulation from the first phase of teacher education at university over a period of four years. Data from 1858 students was used, including 264 teacher students, who took part in the longitudinal study TOSCA. Using a person-centered approach, latent profile analyses confirmed the expected structure of occupational self-regulation for university students. The results of latent transition analyses showed only a small level of individual development in self-regulation. Thereby, the development of teacher students was similar to that of other students.
Original languageGerman
JournalZeitschrift für Pädagogische Psychologie
Pages (from-to)151-162
Number of pages11
StatePublished - 16.10.2015

    Research areas

  • Educational assessment/measurements - Teacher students, professional competence, self-regulation, latent transition analysis

ID: 553005