Teachers’ Psychological Needs Link Social Pressure with Personal Adjustment and Motivating Teaching Style (Journal Article) (Record no. 45049)
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| fixed length control field | 02298nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240108105759.0 |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Vermote, Branko |
| 245 ## - TITLE STATEMENT | |
| Title | Teachers’ Psychological Needs Link Social Pressure with Personal Adjustment and Motivating Teaching Style (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Year of publication | , September 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 696-717p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | The Journal of Experimental Education |
| Volume number/sequential designation | , Volume 91: Number 4, 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Grounded in self-determination theory, this study examined the explanatory role of teachers’ need-based experiences in the association between teachers’ perceived social pressure (i.e., from the principal, colleagues, and students) and their personal adjustment and motivating teaching style. In total, 482 secondary school teachers (M age = 39.9 years) participated in this questionnaire-based study. Teacher need satisfaction was primarily related to adaptive work adjustment (i.e., job satisfaction) and a motivating teaching style (i.e., provided autonomy support and structure), while need frustration was primarily related to maladjustment (i.e., emotional exhaustion) and a demotivating teaching style (i.e., provided control and chaos). Need-based experiences played either a partial or fully mediating role in the relation between different sources of social pressure and all but one outcome (i.e., chaos). Pressure from students yielded the strongest relation to teacher outcomes, suggesting that the need for targeting this source in intervention research and daily school life. Overall, the present findings highlight the unifying role of need-based experiences as a critical mechanism underlying the relation between different sources of pressure and both teachers’ personal adjustment and their motivating teaching style.<br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | basic psychological needs| emotional exhaustion| job satisfaction| teaching styles| self-determination theory| social pressure |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Vansteenkiste, Maarten | Aelterman, Nathalie | Kaap-Deeder, Jolene van der | Beyers, Wim |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1080/00220973.2022.2039584 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| -- | : Taylor and Francis Group |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
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| RIE BPL Library | RIE BPL Library | 08.01.2024 | Periodicals |