Student-reported early-career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject: a multilevel analysis Student-reported early-career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject: a multilevel analysis

The study examined the associations between perceived early-career teachers’ classroom management, emotional engagement, and students’ interest in STEM subjects. A total of 918 lower-secondary students rated classroom management and emotional engagement of their early-career STEM teachers ( N  = 56)...

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Published inEuropean journal of psychology of education Vol. 40; no. 3; p. 73
Main Authors Petrović, Dora, Pedić Duić, Paula, Pavin Ivanec, Tea
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.09.2025
Springer Nature B.V
Subjects
Beliefs
Classroom Communication
Classroom Environment
Classroom management
Classroom Techniques
Education
Educational Objectives
Educational Practices
Educational Psychology
Educational Quality
Emotions
Instructional Effectiveness
Learner Engagement
Learning
Learning Motivation
Learning Processes
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Motivation
Outcomes of Education
Pedagogic Psychology
Perceptions
Psychology
Reflective Teaching
Self Efficacy
STEM Education
Student Behavior
Student Characteristics
Student Motivation
Student teacher relationship
Teacher Characteristics
Teacher Effectiveness
Teacher Influence
Teacher Motivation
Teaching
Classroom management
Multilevel analysis
Early-career teachers
Student interest
Teacher engagement
STEM
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Abstract The study examined the associations between perceived early-career teachers’ classroom management, emotional engagement, and students’ interest in STEM subjects. A total of 918 lower-secondary students rated classroom management and emotional engagement of their early-career STEM teachers ( N  = 56) and their interest in the subject. Data was analysed using doubly latent multilevel modelling, exploring the mediation climate effect. As expected, in classes where the teacher is perceived as more efficient in managing the class, the teacher is also perceived as more emotionally engaged, whereas students in those classes experience higher interest in the subject. Surprisingly, the direct effect of perceived classroom management was not significant, indicating that the relationship between perceived teachers’ classroom management and class-level students’ interest in the subject might be (fully) explained by perceived teachers’ emotional engagement. The results highlight the importance of fostering self-efficacy and emotional engagement among early-career teachers to support and enhance students’ motivation in STEM subjects.
AbstractList The study examined the associations between perceived early-career teachers’ classroom management, emotional engagement, and students’ interest in STEM subjects. A total of 918 lower-secondary students rated classroom management and emotional engagement of their early-career STEM teachers ( N  = 56) and their interest in the subject. Data was analysed using doubly latent multilevel modelling, exploring the mediation climate effect. As expected, in classes where the teacher is perceived as more efficient in managing the class, the teacher is also perceived as more emotionally engaged, whereas students in those classes experience higher interest in the subject. Surprisingly, the direct effect of perceived classroom management was not significant, indicating that the relationship between perceived teachers’ classroom management and class-level students’ interest in the subject might be (fully) explained by perceived teachers’ emotional engagement. The results highlight the importance of fostering self-efficacy and emotional engagement among early-career teachers to support and enhance students’ motivation in STEM subjects.
The study examined the associations between perceived early-career teachers’ classroom management, emotional engagement, and students’ interest in STEM subjects. A total of 918 lower-secondary students rated classroom management and emotional engagement of their early-career STEM teachers (N = 56) and their interest in the subject. Data was analysed using doubly latent multilevel modelling, exploring the mediation climate effect. As expected, in classes where the teacher is perceived as more efficient in managing the class, the teacher is also perceived as more emotionally engaged, whereas students in those classes experience higher interest in the subject. Surprisingly, the direct effect of perceived classroom management was not significant, indicating that the relationship between perceived teachers’ classroom management and class-level students’ interest in the subject might be (fully) explained by perceived teachers’ emotional engagement. The results highlight the importance of fostering self-efficacy and emotional engagement among early-career teachers to support and enhance students’ motivation in STEM subjects.
ArticleNumber 73
Author Pavin Ivanec, Tea
Petrović, Dora
Pedić Duić, Paula
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Snippet The study examined the associations between perceived early-career teachers’ classroom management, emotional engagement, and students’ interest in STEM...
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SubjectTerms Beliefs
Classroom Communication
Classroom Environment
Classroom management
Classroom Techniques
Education
Educational Objectives
Educational Practices
Educational Psychology
Educational Quality
Emotions
Instructional Effectiveness
Learner Engagement
Learning
Learning Motivation
Learning Processes
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Motivation
Outcomes of Education
Pedagogic Psychology
Perceptions
Psychology
Reflective Teaching
Self Efficacy
STEM Education
Student Behavior
Student Characteristics
Student Motivation
Student teacher relationship
Teacher Characteristics
Teacher Effectiveness
Teacher Influence
Teacher Motivation
Teaching
Subtitle Student-reported early-career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject: a multilevel analysis
Title Student-reported early-career STEM teachers’ classroom management, emotional engagement, and students’ interest in subject: a multilevel analysis
URI https://link.springer.com/article/10.1007/s10212-025-00977-z
https://www.proquest.com/docview/3223406331
Volume 40
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