The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education

Kassis, Wassilis; Graf, Ulrike; Keller, Roger; Ding, Kathrin; Rohlfs, Carsten

doi:10.1080/02619768.2019.1576624

Cited by 34 publications

(29 citation statements)

References 42 publications

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“…Social support is perceived as an essential aspect to enhance SE. Cross-sectional studies have supported that people's SE has a significantly positive linkage with the SS they receive (Karademas, 2006;Wang et al, 2015;Kassis et al, 2019). For instance, Wang et al (2015) examined the relationship between SS and SE among women psychiatrists.…”

Section: Se As a Mediatormentioning

confidence: 99%

“…Their results revealed that participants with more SS had a higher level of SE than those with less SS. Evidence from teacher education research also discovered that pre-teachers' perceived SE might be affected directly by received fellow students' support, which is directly connected to higher levels of need satisfaction (Kassis et al, 2019).…”

Section: Se As a Mediatormentioning

confidence: 99%

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Association Between Social Support and Job Satisfaction Among Mainland Chinese Ethnic Minority Kindergarten Teachers: The Mediation of Self-Efficacy and Work Engagement

Zhou

et al. 2020

Front. Psychol.

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Grounded on the social exchange theory (SET), social cognitive theory (SCT), and self-determination theory (SDT), this study aims to explore the mediating role of self-efficacy (SE) and work engagement (WE) on the effect of social support (SS) on job satisfaction (JS) among Chinese ethnic minority kindergarten teachers (KTs). The results show that: (1) SS has a directly significant effect on JS; (2) WE mediates the relationship between SS and JS; and (3) SE mediates the relationship between SS and WE. Although the mediation of SE on the relationship between SS and JS is not found, the posited multiple mediations of SE and WE on the relationship between SS and JS are totally accepted. The results reveal that SS mainland Chinese ethnic minority KTs received can not only have a direct effect on JS but also have an indirect impact through the one-path mediating role of WE and the chain mediating role of SE and WE. The results suggest that governments, supervisors, and sponsors should work together to provide ethnic minority KTs with more prioritized SS from both cultural psychology and financial material and opportunities for facilitating professional knowledge and skills in order to enhance their SE, inspire their WE, and eventually accumulate their JS.

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Section: Se As a Mediatormentioning

confidence: 99%

Section: Se As a Mediatormentioning

confidence: 99%

Association Between Social Support and Job Satisfaction Among Mainland Chinese Ethnic Minority Kindergarten Teachers: The Mediation of Self-Efficacy and Work Engagement

Zhou

et al. 2020

Front. Psychol.

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“…In both populations a good self-efficacy is perceived in these variables, it is recommended to extend the study in order to determine the causes of these good results. In this sense, recent research recommends encouraging the development of self-efficacy as an important element in teacher training [41][42][43][44][45][46][47].…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities

et al. 2019

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This article carries out a comparison of the self-efficacy of teachers in initial training, between the populations of two universities. A questionnaire with two Likert scales is applied in two samples, 836 subjects from the Universidad Nacional (Costa Rica) and 588 from the Universidad de Granada (Spain). The data is reviewed by means of descriptive and inferential statistics (95% confidence interval), correlation tests (Kendall τ correlation coefficient) and variance analysis (Mann–Whitney U test and Kruskal–Wallis H test). The results indicate that both populations show high levels of self-efficiency during their initial training, where the self-perceived capacity to pay attention to the explanations and instructions of the teachers excels. Meaningful differences are observed with getting ahead with difficult situations, doing the extra-class tasks and having motivation in the less interesting classes.

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“…High self-efficacy may affect motivation in both positive and negative ways [19]. Although interest as part of affection is viewed as an essential element of the learning process, research has shown that it has not been given the attention it deserves in learning and teaching [20,21].…”

Section: Student Interest In Geometrymentioning

confidence: 99%

Students' Interest in Understanding Geometry in South African High Schools

Mamiala¹,

Mji²,

Simelane-Mnisi³

2021

ujer

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The major contributors of challenges with teaching and learning of Euclidean Geometry relate to teaching pedagogy, teaching methodologies, students' lack of interest in Geometry, lack of understanding of many geometric concepts and lack of use of technology. The performance of students in high school Geometry, Grade 10-12, is poor. Students with high self-efficacy that is linked to interest, are more likely to make efforts to complete a task and persist longer in those efforts. The purpose of this paper was to investigate students' interest in understanding Geometry in high school Further Education and Training phase. Participants were 390 Grade 10-12 Mathematics students from Mpumalanga and North West in South Africa. A mixed-methods approach was utilized following the convergent parallel sequential design. Qualitative data were collected through the survey questionnaire, with open-ended and closed-ended questions to determine students' interest in Geometry. Atlas ti was used to analyse qualitative data. The quantitative aspects were analysed with SPSS. It was found that students indicated that the teachers continue to teach even if they do not understand. The results also showed that more than half (57.1%) of the students felt calm and relaxed when they were attempting Geometry problems. About 60% of the students were confident enough to take Mathematics at high school level, which included Geometry. It is recommended that teachers take into consideration the students' interests when planning and preparing Geometry lessons.

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The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education

Cited by 34 publications

References 42 publications

Association Between Social Support and Job Satisfaction Among Mainland Chinese Ethnic Minority Kindergarten Teachers: The Mediation of Self-Efficacy and Work Engagement

Association Between Social Support and Job Satisfaction Among Mainland Chinese Ethnic Minority Kindergarten Teachers: The Mediation of Self-Efficacy and Work Engagement

Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities

Students' Interest in Understanding Geometry in South African High Schools

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