Exploring teachers’ social goal orientations with the job demands-resources model

Chang, Chiung-Fang; Hall, Nathan C.; Horrocks, Phoenix T. M.

doi:10.1007/s12144-022-03570-5

Cited by 3 publications

(2 citation statements)

References 87 publications

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“…The existing literature is fragmented, lacking a cohesive structural or theoretical framework. Research by Chang et al (2022) revealed a connection between social relationships and the motivation of students and teachers, suggesting that teachers’ social attitudes contribute to varying degrees of job satisfaction and influence their willingness to teach. The moral dimensions of teaching, as explored by Osguthorpe and Sanger (2013) , stressed the importance of moral purposes in teachers’ social perceptions of their profession.…”

Section: Literature Reviewmentioning

confidence: 99%

Pre-service teachers’ altruistic motivation for choosing teaching as a career: where does it come from?

Li,

Guo

2024

Front. Psychol.

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This study aims to examine the factors influencing pre-service teachers’ altruistic motivation for selecting their profession within a Chinese educational setting. Drawing on existing research, a three-element (social-cognitive, emotional, and realistic) model is integrated to explore how pre-service teachers’ altruistic motivations are formed and evolved. Utilizing this model, interview data from 18 students enrolled in the Chinese Free Teacher Education program were collected and analyzed by thematic analysis. The findings indicate that social-cognitive factors impact altruistic motivation through engagement with social issues and reflections on practical educational challenges. The emotional factor is manifested through the participants’ positive and negative emotions. The realistic factor comprises familial influences and personal career preferences, which play a role in the decision to pursue teaching as a lifelong vocation. This study proposes a structured and functional model that can serve as a foundation for future research into the development of altruistic motivation. It also offers insights into nurturing altruistic motivation among both pre-service and practicing teachers in their career decision-making process.

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Section: Literature Reviewmentioning

confidence: 99%

Pre-service teachers’ altruistic motivation for choosing teaching as a career: where does it come from?

Li,

Guo

2024

Front. Psychol.

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“…This model has been applied to a wide range of empirical studies, most of them focused on teachers. Positive facets of educational work, as occupational wellbeing [ 16 ], teachers’ social goal orientation [ 17 ], as well as negative processes as workplace bullying [ 18 ] and technostress [ 19 ] have been explored under the JD-R Model theoretical framework, providing evidence of its usefulness.…”

Section: Literature Reviewmentioning

confidence: 99%

Highest order moderation of extraversion and neuroticism into the relationship between job stress and flourishing: Mediated by readiness to change among Chinese medical teachers

Yan,

Ping,

Feng

et al. 2024

Heliyon

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Intención de aprender, engagement y apoyos docentes en contextos universitarios según el Modelo de Calidad Educativa

Roselló

2023

REDU

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Teniendo en cuenta el Modelo de Calidad Educativa (MOCSE) como referencia, el objetivo principal de esta investigación consistió en examinar las asociaciones entre variables incluidas en las teorías de “Demandas y recursos”, “Expectativa-Valor”, “Metas de logro” y el “engagement” del estudiantado universitario. Revisar esas relaciones es la primera tarea para generar una investigación de las posibles asociaciones entre las tres teorías a la hora de mejorar el proceso de enseñanza y aprendizaje del alumnado. La muestra se compuso por 267 estudiantes universitarios de la Comunidad Valenciana (14,6% hombres y 85,4% mujeres) entre 19 y 48 años (M = 22.45, DT = 3.62). El estudiantado rellenó la Escala apoyo docente, la Escala expectative-valor, y la Escala metas de logro, todas ellas revisadas de estudios previos. Se realizó un análisis correlacional bivariado de Pearson para explorar las relaciones entre las variables consideradas. Los resultados indicaron, por un lado, correlaciones positivas y significativas entre los apoyos docentes y las creencias de expectativa-valor, además de correlaciones positivas y significativas entre las creencias de expectativa-valor y el engagement. Por otro lado, se hallaron correlaciones positivas y significativas entre los apoyos docentes y las metas centradas en el dominio y, por el contrario, correlaciones negativas y significativas entre los apoyos docentes y las metas centradas en la evitación, también, correlaciones positivas y significativas entre las metas centradas en el dominio y el engagement del alumnado y, por el contrario, correlaciones negativas y significativas entre las metas de aprendizaje centradas en la evitación y el engagement.

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Exploring teachers’ social goal orientations with the job demands-resources model

Cited by 3 publications

References 87 publications

Pre-service teachers’ altruistic motivation for choosing teaching as a career: where does it come from?

Pre-service teachers’ altruistic motivation for choosing teaching as a career: where does it come from?

Highest order moderation of extraversion and neuroticism into the relationship between job stress and flourishing: Mediated by readiness to change among Chinese medical teachers

Intención de aprender, engagement y apoyos docentes en contextos universitarios según el Modelo de Calidad Educativa

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