Teachers between a rock and a hard place. Goal conflicts affect teaching motivation mediated by basic need satisfaction.

Autor/inn/en	Gorges, Julia; Neumann, Phillip; Störtländer, Jan Christoph
Titel	Teachers between a rock and a hard place. Goal conflicts affect teaching motivation mediated by basic need satisfaction.
Quelle	In: Frontiers in psychology, 13 (2022) Art. 876521, 16 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen; Abbildungen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2022.876521
Schlagwörter	Strukturgleichungsmodell; Konflikt; Pädagogische Psychologie; Selbstbestimmungstheorie; Beruf; Konflikt; Lehrer; Motivation; Pädagogische Psychologie; Ziel; Lehren; Grundbedürfnis; Strukturgleichungsmodell; Lehrer; Motivation; Lehren; Beruf; Grundbedürfnis; Studie; Ziel; Lehrender; Studie
Abstract	Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers' (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers' basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers' intraindividual goal conflicts. (Abstract übernommen).
Erfasst von	Externer Selbsteintrag
Update	2024/1