The Role of Received Social Support and Self-Efficacy for the Satisfaction of Basic Psychological Needs in Teacher Education

Autor/inn/en	Kassis, Wassilis; Graf, Ulrike; Keller, Roger; Ding, Kathrin; Rohlfs, Carsten
Titel	The Role of Received Social Support and Self-Efficacy for the Satisfaction of Basic Psychological Needs in Teacher Education
Quelle	In: European Journal of Teacher Education, 42 (2019) 3, S.391-409 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1576624
Schlagwörter	Self Efficacy; Psychological Needs; Student Teacher Attitudes; Resilience (Psychology); Professional Autonomy; Competence; Peer Relationship; Self Determination; Interpersonal Relationship; Social Support Groups; Teacher Education Programs; Foreign Countries; Preservice Teachers; Coping; Educational Environment; Family Role; Universities; Germany + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Berufsfreiheit; Kompetenz; Peer-Beziehungen; Selbstbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social support; Soziale Unterstützung; Ausland; Bewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; University; Universität; Deutschland
Abstract	We conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of "received social support" from family and fellow-students as well as "perceived self-efficacy" in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, we developed two scales adapting Mansfield's qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students' support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students' support is directly connected to higher levels of need satisfaction. Finally, we discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01