职前教师动机和行为特征分析：与心理健康和职业承诺的关系

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-26 DOI:10.1016/j.tate.2025.105041

Sijing Zhou, Gavin R. Slemp, Dianne A. Vella-Brodrick

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引用次数: 0

摘要

本研究考察了澳大利亚677名职前教师的动机和行为特征。评估的动机特征包括自主动机、控制动机和教师自我效能感，而评估的行为特征包括敬业应对和脱离应对。潜在特征分析确定了参与的职前教师的四种特征：低功能（24.2%）、脆弱（31.8%）、低动机（6.9%）和高功能（37.1%）。这些概况在心理健康和职业承诺方面存在差异，并因性别和专业经验的完成状况而异。我们讨论了通过支持职前教师的动机和应对特征来提高职前教师的承诺和幸福感的意义。

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Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment

This study examines the motivational and behavioral profiles of 677 pre-service teachers in Australia. The motivational characteristics assessed include autonomous motivation, controlled motivation, and teacher self-efficacy, whereas the behavioral characteristics assessed include engagement coping and disengagement coping. Latent profile analysis identified four profiles for the participating pre-service teachers: Low Functioning (24.2 %), Vulnerable (31.8 %), Low Motivation (6.9 %), and High Functioning (37.1 %). These profiles differed in their psychological wellbeing and occupational commitment and varied by gender and the completion status of professional experience. We discuss implications for enhancing pre-service teachers' commitment and wellbeing by supporting their motivational and coping characteristics.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.