| Title: |
Beyond Self-Regulation: The Role of Mentalizing in Shaping Pedagogical Competencies among Novice Special Education Teachers |
| Language: |
English |
| Authors: |
Nicola-Hans Schwarzer (ORCID 0000-0003-4864-2283); Ulf Kieschke; Paula Dees; Stephan Gingelmaier; Robert Langnickel; Pierre-Carl Link; Holger Kirsch; Tobias Nolte |
| Source: |
European Journal of Psychology of Education. 2026 41(1). |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Special Education Teachers; Beginning Teachers; Teacher Competencies; Cognitive Processes; Self Control; Evaluative Thinking |
| DOI: |
10.1007/s10212-026-01071-8 |
| ISSN: |
0256-2928; 1878-5174 |
| Abstract: |
This exploratory study examined the interplay between self-regulation, uncertainty in mentalizing, and pedagogical competence in novice special education teachers. Drawing on conceptual frameworks highlighting the importance of adaptive self-regulation for effective teaching, the study also investigated whether impaired mentalizing independently affects pedagogical performance. A sample of 707 novice teachers in special needs education completed self-report measures assessing self-regulation, uncertainty in mentalizing, and pedagogical competence. According to their self-regulatory capacities, participants were assigned to four groups. Multivariate analyses of covariance and univariate tests revealed that special education teachers with adaptive self-regulatory patterns demonstrated higher pedagogical competence in teaching, educating, and assessing. In contrast, uncertainty in mentalizing was associated with lower overall pedagogical competence, with the most substantial negative effects observed in the domains of assessing and innovating. The findings suggest that both adaptive self-regulation and effective mentalizing might reflect important determinants of effective pedagogical practice. Practical implications are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1507383 |
| Database: |
ERIC |