Mostrar el registro sencillo del ítem
Predicting the pre-service teachers’ teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach
dc.contributor.author | Granero Gallegos, Antonio | |
dc.contributor.author | López García, Gines David | |
dc.contributor.author | Burgueño Menjibar, Rafael | |
dc.date.accessioned | 2024-02-02T15:23:56Z | |
dc.date.available | 2024-02-02T15:23:56Z | |
dc.date.issued | 2024-01-26 | |
dc.identifier.citation | Granero-Gallegos, A., López-García, G. D., y Burgueño, R. (2024). Predicting the pre-service teachers' teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach. Revista de Psicodidáctica. | es_ES |
dc.identifier.issn | 1136-1034 | |
dc.identifier.uri | http://hdl.handle.net/10835/15725 | |
dc.description.abstract | Guided by self-determination theory, this two-wave longitudinal research aims to examine the associations between pre-service teachers’ perceptions of educator-created (dis-)empowering climates and their teaching intention, considering the bright and dark motivational pathways. A total of 1,258 secondary pre-service teachers (55.5% women, Mage = 26.17, SD = 5.66) have participated. The results from path analysis have shown positive associations between educator-created empowering climates and need satisfaction, autonomous motivation, and teaching intention in pre-service teachers, while educator-created disempowering climates have been positively related to pre-service teachers’ need frustration, controlled motivation and amotivation. The conclusions have suggested that pre-service teachers’ perceptions of educator-created (dis-)empowering climates during their initial teacher education programme play a determining role in their teaching intention. | es_ES |
dc.language.iso | en | es_ES |
dc.publisher | Elsevier | es_ES |
dc.subject | Becoming a teacher | es_ES |
dc.subject | Choosing teaching as a career | es_ES |
dc.subject | Trainee teacher | es_ES |
dc.subject | Quality of motivation | es_ES |
dc.subject | Classroom social environment | es_ES |
dc.subject | Motivational climate | es_ES |
dc.subject | Ser docente | es_ES |
dc.subject | Elegir la docencia como profesión | es_ES |
dc.subject | Estudiante a docente | es_ES |
dc.subject | Calidad de la motivación | es_ES |
dc.subject | Ambiente social de aula | es_ES |
dc.subject | Clima motivacional | es_ES |
dc.title | Predicting the pre-service teachers’ teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach | es_ES |
dc.title.alternative | Predicción de la intención docente del profesorado en formación inicial a partir del clima de (des-)empoderamiento creado por el formador del profesorado: un análisis longitudinal basado en la teoría de la autodeterminación | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.relation.publisherversion | https://www.sciencedirect.com/science/article/pii/S1136103424000017?via%3Dihub | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.identifier.doi | 10.1016/j.psicoe.2024.01.001 | |
dc.relation.projectID | P20_00148 | es_ES |