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Enjoyment for teaching represents one of the most frequently reported teaching emotions and positively affects student outcomes. Therefore, researchers and teacher educators need to understand its nature and underlying appraisal processes to prepare motivated teachers as part of initial teacher education. Using cross-sectional questionnaire data from 189 German biology preservice teachers (73.5% female, meanage = 23.45 years, SDage = 3.71 years), we empirically tested the topic-specific structure and antecedents of participants’ anticipated enjoyment for teaching. We adapted the established Teacher Emotion Scale to measure preservice teachers’ trait-based enjoyment for teaching by reframing the items with the environmental socioscientific issues of the return of wild wolves and climate change and the health socioscientific issue of preimplantation genetic diagnosis. Confirmatory factor analysis confirmed the best fit of a topic-specific model. We also found different correlations for the anticipated enjoyment for teaching about the issues, but no significant differences in means. Concerning further topic-specific antecedents, the environmentally oriented basic value of universalism predicted the anticipated enjoyment for teaching about the return of wolves, and the socially oriented universal value of benevolence predicted the anticipated enjoyment for teaching about preimplantation genetic diagnosis. Both values inconsistently predicted the anticipated enjoyment for teaching about climate change. While this is in line with the complex nature of this socioscientific issue, psychological distance was a predictor for the anticipated enjoyment for teaching about every topic. While these effects remained stable when controlling for demographic variables, male participants showed a higher anticipated enjoyment for teaching about wolves and about climate change, and female preservice teachers for teaching about preimplantation genetic diagnosis. Further studies are needed to investigate if the results can be transferred to in-service teachers or to other teaching emotions. Furthermore, future studies could examine effects on other factors relevant to teaching emotions such as reactions to student behavior, which have been described as central for the causation of teaching emotions in prior studies (i.e., “reciprocal model of teaching emotions”). The present study stimulates such new studies and adds important knowledge to the understanding of topic specificity and topic-specific antecedents of anticipated enjoyment for teaching, which are relevant for teacher education and professional development.
Alexander Georg Büssing; Jacqueline Dupont; Susanne Menzel. Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance. Frontiers in Psychology 2020, 11, 1536 .
AMA StyleAlexander Georg Büssing, Jacqueline Dupont, Susanne Menzel. Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance. Frontiers in Psychology. 2020; 11 ():1536.
Chicago/Turabian StyleAlexander Georg Büssing; Jacqueline Dupont; Susanne Menzel. 2020. "Topic Specificity and Antecedents for Preservice Biology Teachers’ Anticipated Enjoyment for Teaching About Socioscientific Issues: Investigating Universal Values and Psychological Distance." Frontiers in Psychology 11, no. : 1536.
Non-sustainable food choices are responsible for many global challenges, such as biodiversity loss and climate change. To achieve a transformation toward sustainable nutrition, it is crucial to implement education for sustainable development (ESD), with the key issue “nutrition”, in schools and teacher training. Biology teachers are crucial for promoting ESD competences. Thus, the main aim of the study is to investigate the social and environmental psychological factors that may affect the intention of student biology teachers to eat sustainably as an integral part of their action competence needed for teaching this topic effectively. We conducted a paper-pencil questionnaire (N = 270, Mage = 22.9; SD = 2.8) based on the theory of planned behavior (TPB) and expanded the model by integrating environmental concern and nature relatedness. A path model is reported to show the relationships between the variables. The results show that the extended TPB model is suitable for predicting the intention to eat sustainably. Nature relatedness and altruistic concern positively predict attitudes and the intention to eat sustainably. This study suggests further research on the importance of (student) teachers’ nutritional behavior, as a possible determinant of the intention to teach this topic in their future school career.
Alina Weber; Alexander Georg Büssing; Raphael Jarzyna; Florian Fiebelkorn. Do German Student Biology Teachers Intend to Eat Sustainably? Extending the Theory of Planned Behavior with Nature Relatedness and Environmental Concern. Sustainability 2020, 12, 4909 .
AMA StyleAlina Weber, Alexander Georg Büssing, Raphael Jarzyna, Florian Fiebelkorn. Do German Student Biology Teachers Intend to Eat Sustainably? Extending the Theory of Planned Behavior with Nature Relatedness and Environmental Concern. Sustainability. 2020; 12 (12):4909.
Chicago/Turabian StyleAlina Weber; Alexander Georg Büssing; Raphael Jarzyna; Florian Fiebelkorn. 2020. "Do German Student Biology Teachers Intend to Eat Sustainably? Extending the Theory of Planned Behavior with Nature Relatedness and Environmental Concern." Sustainability 12, no. 12: 4909.
As some nature experiences, such as viewing wild animals, may be difficult to implement in science education, immersive virtual reality (VR) technologies have become a promising tool in education. However, there is limited knowledge regarding the effectiveness of nature experiences in VR. In this study, 50 German university students (M = 23.76 years, SD = 3.73 years) from diverse disciplines were randomly assigned to an immersive (head-mounted display; Oculus Quest) or a nonimmersive setting (external computer screen; desktop computer) and individually watched two 360° videos from the social media site YouTube about wolves in their natural habitat. Besides measuring participants’ attitudes towards wolves, we investigated their feeling of presence in the virtual environments with the Spatial Presence Experience Scale (SPES) and the retrospective emotions of interest, joy, and fear with the Differential Affect Scale (M-DAS). The immersive head-mounted display induced higher levels of presence and interest compared to the nonimmersive external computer screen. While higher interest in the screen setting was associated with more positive attitudes towards wolves, such a correlation could not be found in the head-mounted display setting. Thus, our study found that immersive technology could induce interest in a nature experience related to the tested socio-scientific issue, even among people who did not already hold positive attitudes toward the issue. Overall, our findings suggest that 360° videos using immersive technology provide nature experiences with positive affective learning outcomes, even though the study focused on nature experiences in VR and was not an educational experience per se. As we were unable to assess the role of novelty of VR experiences, the application of VR technologies and its effects in larger teaching and learning settings needs to be evaluated in further studies.
Elin Filter; Alexander Eckes; Florian Fiebelkorn; Alexander Georg Büssing. Virtual Reality Nature Experiences Involving Wolves on YouTube: Presence, Emotions, and Attitudes in Immersive and Nonimmersive Settings. Sustainability 2020, 12, 3823 .
AMA StyleElin Filter, Alexander Eckes, Florian Fiebelkorn, Alexander Georg Büssing. Virtual Reality Nature Experiences Involving Wolves on YouTube: Presence, Emotions, and Attitudes in Immersive and Nonimmersive Settings. Sustainability. 2020; 12 (9):3823.
Chicago/Turabian StyleElin Filter; Alexander Eckes; Florian Fiebelkorn; Alexander Georg Büssing. 2020. "Virtual Reality Nature Experiences Involving Wolves on YouTube: Presence, Emotions, and Attitudes in Immersive and Nonimmersive Settings." Sustainability 12, no. 9: 3823.
As several countries have committed themselves to the promotion of inclusive school systems, teachers might feel overwhelmed by the additional competencies needed for inclusive teaching. Beyond an increase in specialised knowledge, these competencies include a coherent belief system to facilitate the adoption of inclusive practices. Currently, there is scarce knowledge concerning the foundation of teachers’ beliefs and values and the possible connections between these personality traits and inclusive practices. Based on the theory of cognitive hierarchy, we investigated the predictive ability of the value of universalism in shaping sentiments, attitudes and concerns about inclusive education (RQ1), as well as their links to the anticipated enjoyment of teaching in inclusive settings as an indicator of enthusiasm for teaching (RQ2). Within a sample of 229 biology pre‐service teachers (Mage = 22.9 years, SDage = 3.5 years; 76% female, 68% bachelor) we found universalism to be a direct predictor of sentiments, attitudes and concerns regarding inclusive education. Furthermore, universalism was the strongest predictor of anticipated enjoyment of teaching in inclusive settings, while only sentiments about inclusive education were not predictive for enjoyment. The study illustrates how deeper underlying values like universalism is connected to beliefs about inclusive education and subsequent motivations in the classroom. When teacher educators intend to motivate pre‐service teachers to teach in inclusive settings, these variables should be kept in mind, though further study must be done on the generalisability of the results for pre‐service teachers of other school subjects.
Alexander Georg Büssing; Susanne Menzel; Maxime Schnieders; Valerie Beckmann; Melanie Basten. Values and beliefs as predictors of pre‐service teachers’ enjoyment of teaching in inclusive settings. Journal of Research in Special Educational Needs 2019, 19, 8 -23.
AMA StyleAlexander Georg Büssing, Susanne Menzel, Maxime Schnieders, Valerie Beckmann, Melanie Basten. Values and beliefs as predictors of pre‐service teachers’ enjoyment of teaching in inclusive settings. Journal of Research in Special Educational Needs. 2019; 19 (S1):8-23.
Chicago/Turabian StyleAlexander Georg Büssing; Susanne Menzel; Maxime Schnieders; Valerie Beckmann; Melanie Basten. 2019. "Values and beliefs as predictors of pre‐service teachers’ enjoyment of teaching in inclusive settings." Journal of Research in Special Educational Needs 19, no. S1: 8-23.
While higher-order predators like wolves (canis lupus) serve important ecological roles within socio-ecological systems, prior studies indicated differences in the acknowledgement of these roles by specific stakeholder groups. As diverging underlying mental models may cause these differences in the societal valuation of the species, there is a need for the development of innovative methods to systematically uncover stakeholders' interests and their conceptions about relevant conservation issues. This paper proposes an adapted concept mapping technique as a suitable way to investigate stakeholders' mental models based on their understanding of underlying reasons, consequences and solutions for a selected conservation issue. To illustrate the utilization of the methodology, we present a case study about the conservation of returning wolves in Lower Saxony, a region within North-west Germany. In the case study, we used a concept mapping task within face-to-face interviews to investigate the mental models of nine stakeholders (M = 51,67 years) from the three most urgent interest groups of hunters, shepherds, and conservationists. After the inductive categorization of the resulting qualitative data, we ordered the resulting categories into matrices with a rank order cluster (ROC) algorithm and found differences underlying reasons and consequences for the conservation conflict. Furthermore, we were able to identify 19 individual solutions, which differed concerning their consensus between stakeholder groups, as only the consequence-oriented solution of supporting livestock owners was mentioned by all stakeholder groups. Overall, we were able to subsume stakeholders’ solutions into three implementation spaces (human-human focused, population-management related and consequence-oriented solutions). While the solutions indicated possible innovations for the corresponding case study, the implementation spaces may be interesting for a further investigation within other conservation cases, and may illustrate how underlying mental models may be used to determine successful strategies for the implementation measures of conservation management.
Alexander Georg Büssing; Nina Jannink; Geeske Scholz; Johannes Halbe. An adapted concept mapping technique to help conservation implementation – Exemplified for wolves returning to Lower Saxony in Germany. Global Ecology and Conservation 2019, 20, e00784 .
AMA StyleAlexander Georg Büssing, Nina Jannink, Geeske Scholz, Johannes Halbe. An adapted concept mapping technique to help conservation implementation – Exemplified for wolves returning to Lower Saxony in Germany. Global Ecology and Conservation. 2019; 20 ():e00784.
Chicago/Turabian StyleAlexander Georg Büssing; Nina Jannink; Geeske Scholz; Johannes Halbe. 2019. "An adapted concept mapping technique to help conservation implementation – Exemplified for wolves returning to Lower Saxony in Germany." Global Ecology and Conservation 20, no. : e00784.
Due to the societal dissemination of digital technology, people are increasingly experiencing environmental topics through digital media channels such as social networks. Several researchers therefore have proposed these channels as a possibility to strengthen sustainable development based on their cost-efficient nature. But while prior studies have investigated isolated factors for understanding environmental social media behavior, there is still scarce understanding of the relevant underlying motivational factors and possible connections with more traditional environmental behaviors. Therefore, the present study applied the established socio-psychological model of goal-directed behavior and compared the desires for liking as a fundamental form of digital social media behavior with the desires for two traditional environmental behaviors (money donation and volunteering) in a cross-sectional research design. Within the biodiversity conservation case of the Andean bear (Tremarctos ornatus) in Ecuador, we compared the antecedents for the desires for the corresponding environmental behaviors (RQ1) as well as their connections between each other (RQ2). Within a sample of 407 Ecuadorian students (Mage = 20.94 years, SD = 2.25, 61.2% female), we found the marginal effect of perceived behavioral control on the desires for liking on social media as the main difference concerning the antecedents of the behaviors because money donation and volunteering largely depended on personal resources such as time or money. Furthermore, gender emerged as the second main difference between the behaviors due to it only being predictive for the liking motivation. Enjoyment was the only variable that coherently predicted all three behaviors. Finally, desires for liking on social media predicted both other behaviors in robust regression analyses, but were only predictive for volunteering in corresponding path models. The results illustrate how cost-efficient digital environmental behaviors such as liking may be suitable for sparking low-level environmental action, which may entail more pronounced forms of environmental activism, at least when they involve feasible personal costs. Overall, the findings are in line with prior research regarding the less demanding nature of liking, but further elaborate on the importance of gender for digital environmental behavior and correlates between digital and classical environmental behaviors.
Alexander Georg Büssing; Annelene Thielking; Susanne Menzel. Can a Like Save the Planet? Comparing Antecedents of and Correlations Between Environmental Liking on Social Media, Money Donation, and Volunteering. Frontiers in Psychology 2019, 10, 1 .
AMA StyleAlexander Georg Büssing, Annelene Thielking, Susanne Menzel. Can a Like Save the Planet? Comparing Antecedents of and Correlations Between Environmental Liking on Social Media, Money Donation, and Volunteering. Frontiers in Psychology. 2019; 10 ():1.
Chicago/Turabian StyleAlexander Georg Büssing; Annelene Thielking; Susanne Menzel. 2019. "Can a Like Save the Planet? Comparing Antecedents of and Correlations Between Environmental Liking on Social Media, Money Donation, and Volunteering." Frontiers in Psychology 10, no. : 1.
Biodiversity conservation issues are adequate topics of Education for Sustainable Development (ESD), as they involve ecological, economic and social aspects. But teaching about these topics often challenges teachers due to high factual complexity but also because of additional affective dimensions. As a consequence, teacher professional development in ESD should address these affective components, to better qualify and motivate teachers to integrate conservation issues into their teaching. To investigate behaviourally relevant factors, we selected the context of natural remigration and conservation of the grey wolf (Canis lupus) in Germany and surveyed 120 pre-service biology teachers (M = 23.2 years, SD = 3.3 years) about contextual factors and their motivation to teach about the issue. Participants reported more positive attitudes, higher enjoyment and an increased perceived behavioural control towards teaching the issue in future teachers when they perceived a smaller psychological distance to the issue and an overall higher motivation to protect the species. As this motivation was grounded in more fundamental personality characteristics like wildlife values and attitudes towards wolves, we discuss the central role of these traits as a basis for transformative learning processes and the necessity of a holistic and subject-specific teacher professional development in ESD.
Alexander Georg Büssing; Maike Schleper; Susanne Menzel. Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue. Sustainability 2018, 11, 47 .
AMA StyleAlexander Georg Büssing, Maike Schleper, Susanne Menzel. Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue. Sustainability. 2018; 11 (1):47.
Chicago/Turabian StyleAlexander Georg Büssing; Maike Schleper; Susanne Menzel. 2018. "Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue." Sustainability 11, no. 1: 47.
Biodiversity issues can fruitfully be adopted as contexts of Education for Sustainable Development, as they involve ecological, economic and social dimensions. But as these contexts are demanding to teach, we need to know more about motivational factors to determine how teacher education should be conducted to lead to motivated teachers. To study this, we employed a quantitative paper-and-pencil questionnaire and surveyed 120 pre-service biology teachers (Mage = 23.2 years, SD = 3.3) based on the model of goal-directed behavior. Enjoyment towards teaching the topic was more frequently reported than fear and anger. The anticipated enjoyment correlated positively and anger negatively with the desires to teach. In a structural equation model, attitudes, enjoyment and perceived behavioral control significantly predicted the desires to teach and should therefore be fostered in environmental teacher education. Furthermore, we found an interesting connection between PBC and enjoyment, which is further discussed in the paper.
Alexander Georg Büssing; Maike Schleper; Susanne Menzel. Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research 2018, 25, 1174 -1189.
AMA StyleAlexander Georg Büssing, Maike Schleper, Susanne Menzel. Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research. 2018; 25 (8):1174-1189.
Chicago/Turabian StyleAlexander Georg Büssing; Maike Schleper; Susanne Menzel. 2018. "Emotions and pre-service teachers’ motivation to teach the context of returning wolves." Environmental Education Research 25, no. 8: 1174-1189.