Dark personality traits and psychological need frustration explain future levels of student satisfaction, engagement, and performance

Hughes, David J.; Adie, James W.; Kratsiotis, Ioannis; Bartholomew, Kimberley J.; Bhakta, Roy; Martindale, John

doi:10.1016/j.lindif.2023.102273

Cited by 8 publications

(3 citation statements)

References 56 publications

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“…Studies have shown that adolescent engagement in school typically decreases over time, but satisfaction of BPN can play an important role in maintaining student engagement in learning (Earl et al, 2023). Alternatively, frustration of BPN has a negative association with student satisfaction and engagement in learning (Hughes et al, 2023).…”

Section: Theoretical Background Self-determination Theorymentioning

confidence: 99%

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

Basileo,

Otto,

Lyons

et al. 2024

Front. Educ.

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Former research has highlighted the relevance of basic psychological need (BPN) satisfaction for students' academic motivation and achievement. However, the specific role of self-efficacy in this relationship has been neglected. Using survey response data from a sample of 2,359 German middle school students in 35 schools, we employed Hierarchical Linear Modeling to investigate the role of teacher support for students' perceived BPN, academic self-efficacy, and autonomous and controlled motivation on student achievement in two subjects (mathematics, German). We found that self-efficacy had the largest relationship with achievement and it mediated the effect of autonomous motivation on grades while controlled motivation had a small and statistically significant, negative relationship regardless of self-efficacy. Support of students' perceived BPN had a postive statistically signficant association with autonomous motivation. Motivation and self-efficacy also mediated perceived BPN support and achievement. Self-efficacy had a statistically signficant association and had a reciprocal relationship with both autonomous and controlled motivation. The findings indicate that self-efficacy plays a major role in the relationships among perceived BPN support, motivation, and academic achievement, and highlight the importance of supporting student self-efficacy in academic settings.

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Section: Theoretical Background Self-determination Theorymentioning

confidence: 99%

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

Basileo,

Otto,

Lyons

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…A further assumption within SDT is that the satisfaction of these basic psychological needs mediates the effect of the social context on outcomes (Ryan & Deci, 2017) -in other words, individuals' perception of the social context and the effect of outcomes is dependent upon the relative satisfaction or frustration of these basic psychological needs. Studies within higher education have consistently shown that basic psychological need satisfaction is beneficial for study intentions (Young-Jones et al, 2019), intrinsic motivation (Hernández et al, 2022), and grades (Filak & Sheldon, 2008;Guiffrida et al, 2013), whereas basic psychological need frustration reduce students' well-being (Longo et al, 2016) and study engagement (Hughes et al, 2023).…”

Section: The Correlates Of Basic Psychological Needs and Motivation I...mentioning

confidence: 99%

A longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students’ achievement and dropout from teacher education

Jeno,

Levesque-Bristol,

Nylehn

et al. 2024

Preprint

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This pre-registered longitudinal study investigated the relations between basic psychological need satisfaction and motivational quality and objective measures of achievement and dropout, to extend principles of self-determination theory in the classroom to modelling of psychological need satisfaction alongside long-term objective academic outcomes. Participants were first-year and fourth-year student teachers in Norway, a demographic known for having high attrition rates. Unexpectedly, we found that autonomous motivation and amotivation were negatively related with achievement, whereas gender (males) and previous grades were positively related with it. Controlled motivation and gender (males) was, conversely, positively related with remaining on the study program. As expected, amotivation was related with dropout. Finally, the effect of autonomous motivation on remaining in education was mediated by basic psychological needs, suggesting that autonomous motivation indirectly reduces dropout through the satisfaction of the basic needs. We discuss the limitations of our study and implications for future research.

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“…Consistent with this perspective, the personal characteristics exhibited by these educators will contribute to the creation of a conducive atmosphere that promotes support, as these characteristics indeed influence the academic achievements of students (Lee and Wu, 2022). Conversely, individuals with low agreeableness tend to manifest a skeptical attitude towards individuals within their social milieu (Hughes et al. , 2023).…”

Section: Teachers’ Personal Qualitymentioning

confidence: 99%

Teachers' talent management and personal quality ensure a better tomorrow in education

Koh,

Abdul Razak

2024

IJEM

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PurposeThis study investigates the level and correlation between talent management and teacher personal qualities among MICSS (Malaysian Independent Chinese Secondary School) teachers by integrating the talent management model proposed by Davies and Davies (2011) and the Big Five Structure established by Lewis R. Goldberg (1992).Design/methodology/approachThe researcher conducted quantitative research methods in this study, collecting numerical data through the use of questionnaires and utilizing the stratified random sampling technique. The sample consisted of 357 Malaysian teachers who are employed by MICSS throughout the whole Malaysian context.FindingsIn essence, the survey revealed a significant degree of proficiency in talent management and teacher personal qualities among teachers. In addition, this study also revealed a moderate correlation between talent management and the personal traits of teachers across MICSS teachers in Malaysia.Research limitations/implicationsLimiting the investigation solely to MICSS is a noteworthy limitation. The examination also utilizes AMOS structural equation modeling (SEM) analysis, and it may be considered a restriction of this research that quantitative survey research is employed.Practical implicationsAcademic establishments and universities that nurture prospective educators should incorporate talent management strategies and the personal qualities of teachers into the modules of teacher training to ensure that these individuals are not only adequately prepared but also assured of their ability to execute all duties assigned to them in a professional manner.Originality/valueThis research is notably innovative in the context of the Malaysian MICSS, where little evidence exists regarding talent management and teacher personality traits in education. This study, to the best of our knowledge, is the first attempt to investigate the practices and correlation between talent management and teacher personality traits in the entire Malaysian context. The research focuses on the practices of talent management towards MICSS teachers in Malaysia as well as the personal qualities of MICSS teachers.

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Dark personality traits and psychological need frustration explain future levels of student satisfaction, engagement, and performance

Cited by 8 publications

References 56 publications

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

A longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students’ achievement and dropout from teacher education

Teachers' talent management and personal quality ensure a better tomorrow in education

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