Die Nutzung von Textvignetten zur Unterstützung der Selbstwirksamkeitsentwicklung von Lehramtsstudierenden. Eine quasiexperimentelle Studie unter Berücksichtigung der Emotionen Freude und Ärger

Teachers’ self-efficacy are regarded as an essential basis for structuring successful teaching-learning processes and are very important as a resource in coping with pedagogically challenging situations in the classroom. The literature provides theoretical as well as empirical evidence for the assumption that student teachers’ self-efficacy development is regulated by vicarious experiences and by emotional states. The present study examines, in a quasi-experimental pre-post control group design, how the use of text vignettes as vicarious experience influences self-efficacy development and how the emotions joy and anger are related to self-efficacy development. The study is based on a sample of 60 student teachers. In the intervention group (n = 43), two text vignettes were provided in the form of a masterly and a coping model. In the control group (n = 17), academic texts were used instead, with an otherwise analogous structure of the seminar sessions. Results showed that students in the intervention group, after working with the coping model, showed a higher increase in their self-efficacy than the control group. In addition, autoregressive regression modeling showed relations between joy at the end of the seminar and an increase in self-efficacy as well as anger and a decrease in self-efficacy. In summary, the relevance of the results for teacher education is discussed.