Teacher Psychological Needs, Locus of Control and Engagement
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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Título
Teacher Psychological Needs, Locus of Control and EngagementAutoría
Fecha de publicación
2013-06Editor
Cambridge University PressCita bibliográfica
DOMÉNECH BETORET, Fernando. Teacher Psychological Needs, Locus of Control and Engagement. The Spanish journal of psychology, 2013, 16: E29.Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
This study examines the relationships among psychological needs, locus of control and engagement in a sample of 282 Spanish secondary school teachers. Nine teacher needs were identified based on the study of Bess ... [+]
This study examines the relationships among psychological needs, locus of control and engagement in a sample of 282 Spanish secondary school teachers. Nine teacher needs were identified based on the study of Bess (1977) and on the Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002). Self-report questionnaires were used to measure the construct selected for this study and their interrelationships were examined by conducting hierarchical regression analyses. An analysis of teacher responses using hierarchical regression reveals that psychological needs have significant positive effects on the three engagement dimensions (vigor, dedication and absorption). Furthermore, the results show the moderator role played by locus of control in the relationship between teacher psychological needs and the so-called core of engagement (vigor and dedication). Finally, practical implications are discussed. [-]
Publicado en
The Spanish Journal of Psychology Volume 16, January 2013Derechos de acceso
© Cambridge University Press 2014
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info:eu-repo/semantics/openAccess
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info:eu-repo/semantics/openAccess
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