Teacher Psychological Needs, Locus of Control and Engagement
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comunitat-uji-handle3:10234/8637
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Title
Teacher Psychological Needs, Locus of Control and EngagementAuthor (s)
Date
2013-06Publisher
Cambridge University PressBibliographic citation
DOMÉNECH BETORET, Fernando. Teacher Psychological Needs, Locus of Control and Engagement. The Spanish journal of psychology, 2013, 16: E29.Type
info:eu-repo/semantics/articleVersion
info:eu-repo/semantics/publishedVersionSubject
Abstract
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. [-]
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The Spanish Journal of Psychology Volume 16, January 2013Rights
© Cambridge University Press 2014
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- PSI_Articles [597]