López-García Ginés David, Carrasco-Poyatos María, López-Osca Rut, Granero-Gallegos Antonio
Department of Plastic, Musical and Dynamic Expression, University of Murcia, 30100 Murcia, Spain.
Department of Education, University of Almeria, 04120 Almeria, Spain.
Healthcare (Basel). 2025 Aug 20;13(16):2055. doi: 10.3390/healthcare13162055.
: Grounded in Social Cognitive Theory and Self-Determination Theory, this study analyzed gender differences in the relationships between teachers' sense of efficacy, basic psychological need satisfaction and frustration (competence), and life satisfaction among Physical Education (PE) pre-service teachers. : A sample of 368 PE pre-service teachers (Mage = 23.41 ± 2.37; 48.1% women) participated. A multi-group structural equation modeling approach was used. : Male participants reported significantly higher levels of competence satisfaction compared to their female counterparts. Teaching efficacy positively predicted life satisfaction, both directly and indirectly via competence satisfaction. Notably, the indirect effects were stronger among women, while direct effects were observed only in the female group. : The findings emphasize the key role of competence satisfaction in explaining how teaching efficacy influences life satisfaction in pre-service teachers. Gender differences suggest that while both men and women benefit from feeling competent, the pathways differ, highlighting the importance of gender sensitive strategies in teacher education programs.
本研究基于社会认知理论和自我决定理论，分析了体育教育职前教师中，教师效能感、基本心理需求满足与挫折感（能力）以及生活满意度之间关系的性别差异。368名体育教育职前教师参与了研究（平均年龄=23.41±2.37岁；48.1%为女性）。采用多组结构方程建模方法。男性参与者报告的能力满意度显著高于女性参与者。教学效能感直接和通过能力满意度间接正向预测生活满意度。值得注意的是，间接效应在女性中更强，而直接效应仅在女性组中观察到。研究结果强调了能力满意度在解释教学效能感如何影响职前教师生活满意度方面的关键作用。性别差异表明，虽然男性和女性都能从感到有能力中受益，但途径不同，突出了教师教育项目中性别敏感策略的重要性。
