Basic Psychological Needs, Class-related Emotions and Satisfaction with Life in Spanish Teachers

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

International Journal of Educational Psychology Pub Date : 2022-06-24 DOI:10.17583/ijep.9106

Sebastián Fierro-Suero, Bartolomé J. Almagro, Eva S. Becker, P. Sáenz-López

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Abstract

The objective of this study was to examine possible antecedents and consequences of teachers’ emotions in the classroom. Based on a cognitive-social perspective and self-determination theory, we examined the relationship between basic psychological needs (BPNs), teachers’ class-related emotions and teachers’ life satisfaction. A sample of 595 teachers from Andalusia (Spain) participated in an online survey. A structural equation model was tested, in which BPNs predicted teachers’ emotions (β = .69; p < .001 positive emotions and β = -.42; p < .001 negative emotions). In addition, BPNs (β = .36; p < .001) and positive emotions (β = .23; p < .001) predicted satisfaction with life. The results show that the fulfilment of work-related BPNs is important to generate positive emotions and well-being in teachers. In addition, the study is the first to provide extensive details on the psychometric properties for assessing teacher emotions with the Achievement Emotions Questionnaire - Teachers (AEQ-T) in a Spanish sample.

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西班牙语教师的基本心理需求、课堂情感与生活满意度

本研究的目的是探讨教师在课堂上的情绪可能的前因和后果。基于认知社会视角和自我决定理论，本研究考察了基本心理需求、教师班级相关情绪和教师生活满意度之间的关系。来自安达卢西亚(西班牙)的595名教师参加了一项在线调查。通过结构方程模型检验，BPNs预测教师情绪(β = 0.69;P < 0.001积极情绪，β = - 0.42;P < 0.001)。BPNs (β = 0.36;P < .001)和积极情绪(β = .23;P < 0.001)预测生活满意度。研究结果表明，工作相关工作目标的实现对教师产生积极情绪和幸福感具有重要意义。此外，该研究首次在西班牙样本中使用成就情绪问卷-教师(AEQ-T)对评估教师情绪的心理测量特性提供了广泛的细节。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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