Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach

Abós, Ángel; Haerens, Leen; Sevil, Jesús Sergio Artal; Aelterman, Nathalie; García-González, Luis

doi:10.1016/j.tate.2018.04.010

Cited by 79 publications

(88 citation statements)

References 59 publications

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“…Even though these two studies add important contributions to our knowledge of PE teachers, no person-centered research to date has included the amotivation dimension in a sample of PE teachers. In the educational context, the additional value of amotivation has recently been explored by a study among secondary school teachers [28]. Consistent with Van den Berghe et al [3,6], the study of Abós et al [28] identified three distinct groups of autonomously motivated, controlled motivated, and combined autonomously-controlled motivated teachers.…”

Section: Introductionmentioning

confidence: 95%

“…In the educational context, the additional value of amotivation has recently been explored by a study among secondary school teachers [28]. Consistent with Van den Berghe et al [3,6], the study of Abós et al [28] identified three distinct groups of autonomously motivated, controlled motivated, and combined autonomously-controlled motivated teachers. In addition, they found a group of teachers primarily characterized by moderate feelings of amotivation, combined with a few controlled reasons to do their jobs.…”

Section: Introductionmentioning

confidence: 95%

“…Whereas no differences were found between the autonomous motivation group and the autonomous-controlled motivation group, in terms of emotional exhaustion [3,6], the autonomously motivated group reported higher need satisfaction values than the combined autonomous-controlled group [6]. Likewise, the results shown by Abós et al [28] in secondary school teachers were not conclusive regarding whether the quality of motivation matters in terms of teachers’ psychological functioning.…”

Section: Introductionmentioning

confidence: 98%

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Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Abós

Haerens

Sevil‐Serrano

et al. 2019

IJERPH

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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated”, “somewhat motivated”, “autonomous-controlled motivated”, and “relatively autonomously motivated”. Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

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Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 98%

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Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Abós

Haerens

Sevil‐Serrano

et al. 2019

IJERPH

Self Cite

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“…It is also associated with intrinsic motivations achieved through fun and satisfaction, cooperation, commitment, participation, and continuity in practice [15,16]. However, ego or performance orientation is associated with the use of references to evaluate success and competition in comparison to other persons [17,18]. At the same time, this type of goal is associated with extrinsic motivations achieved thanks to the recognition and social status and the physical sports and educational failure of others [19,20].…”

Section: Introductionmentioning

confidence: 99%

Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

González-Valero¹,

Ubago-Jiménez²,

Ramírez-Granizo³

et al. 2019

Behavioral Sciences

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Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

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“…Initial assumptions were that variables associated with Self-Determination Theory (specifically, intrinsic motivation or amotivation) would more strongly predict engagement (Abós, Haerens, Sevil, Aelterman, & García-González, 2018;Delaney & Royal, 2017;Kaplan & Madjar, 2017;Renninger & Hidi, 2015). However, these variables do not appear to be significant in explaining academic engagement in this sample of future Chilean professors.…”

Section: Discussionmentioning

confidence: 90%

Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample

Valenzuela

Muñoz

Frenay

et al. 2019

RLP

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This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that "motivation to become a teacher" or "motivation to teach" may not be enough to explain the teacher training engagement.

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Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach

Cited by 79 publications

References 59 publications

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample

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