Universitat Jaume I (Spain).
Span J Psychol. 2013;16:E29. doi: 10.1017/sjp.2013.51.
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.
本研究考察了心理需求、控制源与 282 名西班牙中学教师参与度之间的关系。基于 Bess（1977）的研究和自我决定理论（Deci 和 Ryan，1985、2000、2002），确定了 9 项教师需求。使用自我报告问卷来测量本研究中选择的结构，并通过进行层次回归分析来检验它们之间的相互关系。使用层次回归对教师的反应进行分析表明，心理需求对参与度的三个维度（活力、投入和专注）有显著的积极影响。此外，研究结果还表明，控制源在教师心理需求与所谓的参与核心（活力和投入）之间的关系中起调节作用。最后，讨论了实际意义。
