Characteristics of First-Year Student Teachers and Their Academic Success

Abstract

The prediction of academic success in teacher education based on individual characteristics is of great importance to optimize student counseling. In the present study, we realized a variable-centered and a person-centered approach. We assessed individual characteristics at the start of studies of student teachers for secondary schools (GPA, personality, motives for career choice) to predict different variables for academic success (final grade, satisfaction with studies, experiencing and coping with stress, teacher self-efficacy). Regression analyses indicated a high predictive validity of the GPA for the final grade. For the subjective criteria of success, the individual characteristics were of greater importance. Further, we used a latent profile analysis and identified three profiles. One group shows disadvantageous entry characteristics, has lower self-efficacy and deals more poorly with stress than the remaining groups. We discuss the findings against the background of student counseling and supporting students during teacher studies.