Basic Psychological Needs, Class-related Emotions and Satisfaction with Life in Spanish Teachers

  1. Fierro-Suero, Sebastián 1
  2. Bartolomé J. Almagro
  3. Eva S. Becker
  4. Pedro Sáenz-López
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Revista:
International Journal of Educational Psychology: IJEP

ISSN: 2014-3591

Año de publicación: 2022

Título del ejemplar: June

Volumen: 11

Número: 2

Páginas: 153-181

Tipo: Artículo

DOI: 10.17583/IJEP.9106 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: International Journal of Educational Psychology: IJEP

Resumen

The objective of this study was to examine possible antecedents and consequences of teachers’ emotions in the classroom. Based on a cognitive-social perspective and self-determination theory, we examined the relationship between basic psychological needs (BPNs), teachers’ class-related emotions and teachers’ life satisfaction. A sample of 595 teachers from Andalusia (Spain) participated in an online survey. A structural equation model was tested, in which BPNs predicted teachers’ emotions (β = .69; p < .001 positive emotions and β = -.42; p < .001 negative emotions). In addition, BPNs (β = .36; p < .001) and positive emotions (β = .23; p < .001) predicted satisfaction with life. The results show that the fulfilment of work-related BPNs is important to generate positive emotions and well-being in teachers. In addition, the study is the first to provide extensive details on the psychometric properties for assessing teacher emotions with the Achievement Emotions Questionnaire - Teachers (AEQ-T) in a Spanish sample.

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