2019/04/09 by Thamar Voss, Mareike Kunter
Psychology · #Education, Achievement, and Giftedness #Educational Strategies and Epistemologies #Motivation and Self-Concept in Sports
paper · doi:10.1177/0022487119839700
crossref issued 2019/04/09 · crossref published 2019/04/09 · crossref published-online 2019/04/09 · openalex publication_date 2019/04/09 · crossref created 2019/04/10 · crossref published-print 2020/05/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · openalex updated_date 2026/07/16 · crossref indexed 2026/07/28
Beginning teachers often feel disillusioned and stressed during their first years of teaching. In the present study, we investigated changes in teacher candidates’ constructivist beliefs and emotional exhaustion. We assessed 163 German mathematics teacher candidates 3 times: at the beginning of, in the middle of, and after they completed the induction program. The results revealed a statistically significant decrease in constructivist beliefs and an inverted U-shaped change in emotional exhaustion with an increase at the beginning of the induction program and a decrease afterward. We also found that personal (i.e., math enjoyment) and social (i.e., instrumental support from peers and a constructivist-oriented mentor teacher) resources buffered the decrease in constructivist beliefs and the increase in emotional exhaustion.