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

• Published in: European journal of psychology of education Vol. 40; no. 3; p. 73
• Main Authors: Petrović, Dora, Pedić Duić, Paula, Pavin Ivanec, Tea
• Format: Journal Article
• Language: English
• 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

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)...