Higinio González-García, Silvia Fuentes, Víctor Renobell
Faculty of Education Sciences and Humanities, Universidad Internacional de La Rioja (UNIR), Logroño (La Rioja), Spain.
Faculty of Law, Universidad Internacional de La Rioja (UNIR), Logroño (La Rioja), Spain.
BMC Psychol. 2025 Aug 20;13(1):948. doi: 10.1186/s40359-025-03261-3.
The study classified motivational teaching profiles and examined whether they differed significantly in terms of satisfaction, loneliness, and affects. The sample consisted of 315 teachers working in Spanish educational institutions during the COVID-19 pandemic (Mage = 41.95; SD = 10.18; 33% male), who completed the following online questionnaires: the Work Tasks Motivation Scale, the Teaching Satisfaction Scale for Teachers, the Affective Balance Scale, and the UCLA Loneliness Scale. The results revealed two profiles: (a) an average intrinsic motivation profile, characterized by average intrinsic motivation and identified regulation, and low levels of introjected regulation, external regulation, and amotivation; and (b) a high amotivation profile, characterized by low intrinsic motivation, low identified and introjected regulation, but high external regulation and amotivation. MANOVA analyses revealed significant differences between the profiles in terms of loneliness (F = 29.76; η² = 0.80), teaching satisfaction (F = 102.75; η² = 0.24), positive affect (F = 12.28; η² = 0.30), and negative affect (F = 63.19; η² = 0.16). Teachers in the average intrinsic motivation profile (a) reported higher levels of teaching satisfaction and positive affects, as well as lower levels of negative affects. However, contrary to previous findings, they also reported higher levels of loneliness. In conclusion, the study identified two distinct motivational profiles among teachers, associated with significant differences in loneliness, teaching satisfaction, and affective balance. The findings underscore the importance of further research and targeted interventions, particularly to support male and older teachers experiencing low motivation.
该研究对动机教学概况进行了分类，并考察了它们在满意度、孤独感和情感方面是否存在显著差异。样本包括在新冠疫情期间在西班牙教育机构工作的315名教师（年龄均值=41.95；标准差=10.18；男性占33%），他们完成了以下在线问卷：工作任务动机量表、教师教学满意度量表、情感平衡量表和加州大学洛杉矶分校孤独感量表。结果揭示了两种概况：（a）平均内在动机概况，其特征为平均内在动机和认同调节，且内摄调节、外部调节和无动机水平较低；（b）高无动机概况，其特征为内在动机低、认同和内摄调节低，但外部调节和无动机高。多变量方差分析显示，在孤独感（F=29.76；η² = 0.80）、教学满意度（F=102.75；η² = 0.24）、积极情感（F=12.28；η² = 0.30）和消极情感（F= 63.19；η² = 0.16）方面，两种概况之间存在显著差异。处于平均内在动机概况（a）的教师报告的教学满意度和积极情感水平较高，消极情感水平较低。然而，与之前的研究结果相反，他们报告的孤独感水平也较高。总之，该研究在教师中识别出两种不同的动机概况，与孤独感、教学满意度和情感平衡方面的显著差异相关。研究结果强调了进一步研究和针对性干预的重要性，特别是为了支持动机水平较低的男性和年长教师。
