Agency and Communion of Teacher Behavior in Dyadic Interactions with Primary School Children (AC-DYADE)

The aim of the project was to find out how the interpersonal behavior exhibited by the teacher in dyadic interactions with each individual student in the class is related to their motivation, involvement in the peer network and emotional state, taking into account the level of competence that the respective student has in reading and mathematics. A sample of 362 teachers described their behavior toward individual students in the class on eight facets of an interpersonal circumplex, which is spanned on the orthogonal dimensions of communion (e.g., warmth, need satisfaction) and agency (e.g., guidance, competence). In total, the teachers described their behavior towards 4,365 students. A subsample of 1,355 of these students in grades 3 to 6 were also interviewed themselves. To motivate the students, the six qualities according to the self-determination theory, satisfaction and frustration of the needs for autonomy, competence and integration were recorded. Integration into the peer network was recorded using sociometric data on work cooperation. Reading skills were assessed using C-tests adapted to the age groups and possible special educational needs. Mathematics skills were assessed using the BEFKI. The survey also included: Thriving, school satisfaction, school burnout, agentic engagement, communal self-concept, ability self-concepts in math and reading, self-regulation skills, performance expectations in math, math anxiety, growth and fixed mindsets on intelligence, dealing with mistakes and subjective experience of exclusion. The teachers also provided information on the following variables: Teacher emotions, emotional work, assumptions about the changeability of teacher-child relationships, enthusiasm, thriving, emotional exhaustion, math anxiety, math brilliance beliefs, self-efficacy for teaching heterogeneous classes. The teachers also described group characteristics of the students that allow the agency and communion of teacher behavior to be described comparatively at the class level: First language, special educational needs, diagnosed giftedness, exemption from teaching aids. A sub-sample of teachers was also surveyed longitudinally on selected constructs. (IQB)

• Research Design: Oberservational Design
• Sample: Teachers (N=362); Students from grade 3 to 6 (N=4.365)
• DOI: 10.5159/IQB_AC-DYADE_SUF_Off-site_v1
• Restrictions: Yes