Faculty of Education, University of Castilla-La Mancha, Spain.
School of Psychology & Speech Pathology, Curtin University, Australia.
J Sch Psychol. 2018 Jun;68:154-162. doi: 10.1016/j.jsp.2018.03.005. Epub 2018 Mar 30.
This study tests an explanatory model based on self-determination theory, which posits that pressure experienced by teachers when they are evaluated based on their students' academic performance will differentially predict teacher adaptive and maladaptive motivation, well-being, and ill-being. A total of 360 Spanish physical education teachers completed a multi-scale inventory. We found support for a structural equation model that showed that perceived pressure predicted teacher autonomous motivation negatively, predicted amotivation positively, and was unrelated to controlled motivation. In addition, autonomous motivation predicted vitality positively and exhaustion negatively, whereas controlled motivation and amotivation predicted vitality negatively and exhaustion positively. Amotivation significantly mediated the relation between pressure and vitality and between pressure and exhaustion. The results underline the potential negative impact of pressure felt by teachers due to this type of evaluation on teacher motivation and psychological health.
本研究检验了一个基于自我决定理论的解释模型，该模型假设教师在学生学业成绩基础上受到评价时所感受到的压力，将对教师适应性和不适应性动机、幸福感和不幸福感产生不同的预测。共有 360 名西班牙体育教师完成了多尺度问卷。我们发现，一个结构方程模型得到了支持，该模型表明，感知到的压力对教师自主动机有负向预测作用，对动机缺失有正向预测作用，与控制动机无关。此外，自主动机对活力有正向预测作用，对疲惫有负向预测作用，而控制动机和动机缺失对活力有负向预测作用，对疲惫有正向预测作用。动机缺失显著中介了压力与活力之间以及压力与疲惫之间的关系。研究结果强调了教师因这种评价而感受到的压力对教师动机和心理健康可能产生的潜在负面影响。
