Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration

Ebersold, Selina; Rahm, Tobias; Heise, Elke

doi:10.1007/s11218-019-09499-1

Cited by 53 publications

(49 citation statements)

References 49 publications

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“…The four variables examined in this study and addressed by the teacher training program have long been recognized as important issues in teaching and are even more key given the current difficulties posed by COVID-19 in primary education. Teaching is an occupation with high stress and emotional demands [ 88 , 116 , 117 , 118 ]. This study’s teacher training was found to effectively decrease teachers’ perceived stress levels and increase their EI.…”

Section: Discussionmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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Section: Discussionmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…(2) In-school trainings with several participating schools would allow to investigate the influence of school-specific variables such as openness to change, peer support, experience of stress, or general school climate on the sustainability of training successes using multi-level analyses. For example, Ebersold et al (2019) were able to show that teachers’ well-being was significantly influenced by the perceived autonomy support by their principals, mediated by satisfaction of the basic psychological needs for autonomy, competence, and relatedness (Deci and Ryan, 2000). It can be assumed that effects of well-being interventions will last longer in a supportive environment.…”

Section: Discussionmentioning

confidence: 99%

Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being

Rahm

Heise

2019

Front. Psychol.

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Teachers’ health is a persistent challenge for educational systems all over the world. Moreover, research results – especially in the domain of positive psychology – indicate that high levels of well-being are associated with additional benefits improving teachers’ professional performance. Therefore, a training to foster subjective well-being with one training day, two booster sessions, and exercises before, during, and after the meetings was developed. It consisted of about 10 h of face-to-face time and about 3 h for the exercises in total over a 5-week training period. Main contents were conditions and consequences of positive and negative emotions and well-being, emotion regulation, time management, savoring and gratitude and the application of positive psychological interventions (like Three Good Things). Analyses of planned contrasts by means of a waiting control group design with three measurement points (pre, post, and follow-up) showed a significantly higher increase for the training group (n = 42) than for the control group (n = 47) in the frequency of positive emotions, life satisfaction, and flourishing (interaction effects d = 0.44, d = 0.31, and d = 0.32) and a significantly stronger decrease in the frequency of negative emotions, perceived stress, and experiencing emotional exhaustion (interaction effects d = 0.69, d = 0.51, and d = 0.47) from pre to 1-month follow-up. Training effects were also visible up to 5 months, although no control group could be realized for this period due to the field approach.

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“…Early research in the Basic Psychological Needs Theory paradigm focused primarily on the benefits of need satisfaction for individuals' thriving. A broad variety of well-being indicators were found to be systematically related to individuals' need satisfaction, including their vitality and energy (e.g., Gagné et al, 2003), self-esteem (Moller et al, 2006), and positive mood (Sheldon and Bettencourt, 2002;Baard et al, 2004;Ebersold et al, 2019). Such findings have been confirmed in diverse life domains, including work, sports, and education (Sheldon and Filak, 2008;Sheldon et al, 2013;Chiniara and Bentein, 2016), and in nations differing in terms of their cultural heritage and focus (e.g., Church et al, 2013;Chen et al, 2015).…”

Section: Need Satisfaction and Need Frustrationmentioning

confidence: 95%

Polish Adaptation of the Basic Psychological Need Satisfaction and Frustration Scale

et al. 2020

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This article presents the findings of four studies designed to validate the translated Polish version of the Basic Psychological Need Satisfaction and Frustration Scale. Results of exploratory factor analyses in Study 1 (N = 272, M age = 41.07) showed that the psychological need for autonomy, relatedness, and competence that are central to the Self-Determination Theory have a bidimensional structure, involving both a need for satisfaction and need for frustration component. Subsequent confirmatory factor analyses in Study 2 (N = 265; M age = 38.15) provided further evidence for a sixdimensional structure of the scale, thereby distinguishing a satisfaction and frustration component for each of the three needs. Study 3 (N = 158; M age = 27.28) further revealed that the distinguished subscales are moderately to highly internally consistent and yielded good test-retest reliability. Finally, Study 4 (N = 204; M age = 20.57) confirmed that satisfaction of the needs is positively related to well-being, while frustration is positively related to depressive symptoms. The Polish version of the Basic Psychological Need Satisfaction and Frustration Scale can be successfully used in future basic and applied studies in the context of Self-Determination Theory.

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Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration

Cited by 53 publications

References 49 publications

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Teaching Happiness to Teachers - Development and Evaluation of a Training in Subjective Well-Being

Polish Adaptation of the Basic Psychological Need Satisfaction and Frustration Scale

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