Towards a better understanding of psychological needs of student teachers during field experiences

Figures & data

Table 1. Literature review of studies on psychological needs of teachers and student teachers

Superordinate concept	Reference	Population	Need concept	Investigated relationships
Security needs	Vasile, Margaritoiu, and Eftimie (2011)	Teachers	Security needs (Maslow 1943)	Esteem needs (+)
Social needs	Evelein, Korthagen, and Brekelmans (2008)	Student teachers	Relatedness (Deci and Ryan 2000)	–
	Ghazi and Kahn (2013)	Teachers	Relatedness (Deci and Ryan 2000)	–
	Uzman (2014)	Student teachers	Relatedness (Deci and Ryan 2000)	Anxiety (-) Depression (-) Negative self (-) Somatisation (-) Hostility (-)
	Betoret, Lloret, and Gómez-Artiga (2015)	Teachers	Relatedness (Deci and Ryan 2000) Motivation to teach (Bess 1977)	Engagement (+) Burnout (-)
	Olcar (2015)	Teachers	Relatedness (Deci and Ryan 2000)	Flow (+) wellbeing (+)
	Korthagen and Evelein (2016)	Student teachers	Relatedness (Deci and Ryan 2000)	Lesson self-image (+) student image (+)
	Poom-Valickis et al. (2017)	Student teachers	Relatedness (Deci and Ryan 2000)	Intrinsic academic motivation (+) amotivation (-)
Self-affirmation needs	Reeve, Bolt, and Cai (1999)	Student teachers	Autonomy (Deci and Ryan 2000)	Student autonomy support (+) intrinsic motivation style (+)
	Pelletier, Se´guin-Le´vesque, and Legault (2002)	Teachers	Autonomy (Deci and Ryan 2000)	Student autonomy support (+) motivation to teach (+)
	Evelein, Korthagen, and Brekelmans (2008)	Student teachers	Autonomy, competence (Deci and Ryan 2000)	–
	Ghazi and Khan (2013)	Teachers	Autonomy, competence (Deci and Ryan 2000)	Academic performance
	Uzman (2014)	Student teachers	Autonomy, competence (Deci and Ryan 2000)	Anxiety (-) Depression (-) Negative self (-) Somatisation (-) Hostility (-)
	Betoret, Lloret, and Gómez-Artiga (2015)	Teachers	Autonomy, competence (Deci and Ryan 2000) motivation to teach (Bess 1977)	Engagement (+) Burnout (-)
	Olcar (2015)	Teachers	Autonomy, competence (Deci and Ryan 2000)	Flow (+) wellbeing (+)
	Korthagen and Evelein (2016)	Student teachers	Autonomy, competence (Deci and Ryan 2000)	Lesson self-image (+) Student image (+)
	Poom-Valickis et al. (2017)	Student teachers	Autonomy, competence (Deci and Ryan 2000)	Intrinsic academic motivation (+) Incremental ability beliefs (+) amotivation (-)
Self-actualisation needs	Palak and Papuda-Dolinska (2015)	Teachers	Self-actualisation needs (Maslow 1943)	–
	Arslan (2017)	Student teachers	Self-actualisation needs (Maslow 1943)	–

(+) indicates a positive correlation, (-) indicates a negative correlation, – indicates that no other constructs were investigated.

Table 2. Measurement of need fulfilment and descriptive data

Need fulfilment	Item example (6 items each)	M	SD	α
Introduction	I have a good orientation in the school buildings and the school grounds.	1.84	.60	.79-.87
Relatedness	In school, I can talk with people about things that really matter to me.	1.72	.53	.83-.86
Self-affirmation	I have the feeling that I can even accomplish the most difficult tasks of a teacher.	2.21	.70	.81-.91
Self-actualisation	The tasks I have to do during the field experience are in line with what I really want to do as a teacher.	2.15	.70	.73-.88

Table 3. Measurement of success of practical learning and descriptive data

Indicator	Instrumentation	M	SD	α
Learner satisfaction: individual characteristics	4 items derived from the students’ learning satisfaction questionnaire (Topala and Tomozzi 2014)	1.39	.74	.77
Learning gain	9 items derived from an adapted version of a learning gain measure (Rovai et al. 2009)	1.37	.57	.80
Shift from student’s to teacher’s perspective	4 items based on a theoretical model of perspective shifts in teacher education (Rißmann, Feine, and Schramm 2013)	1.40	.67	.79
Teacher self-efficacy	10 items by Schmitz and Schwarzer (2000)	1.78	.48	.82
Level of self-reflection	Grades based on the hierarchical model of reflective writing (Imhoff 2006)	2.47	.96	-

Figure 1. Development of need fulfilment over time

Table 4. Correlations between need fulfilment (score/gain) and success indicators

Success Indicator	Introduction		Relatedness		Self-affirmation		Self-actualisation
	Score	Gain	0.29*	Gain	Score	Gain	Score	Gain
Learning gain	.29*	.16	.29*	−.08	.42**	−.15	.15	−.10
Learner satisfaction	.36**	.46**	.55*	.28**	.52**	−.11	.56**	.00
Shift in perspective	.35**	.01	.37**	.17	.44**	−.13.	.29*	−.15
Teacher self-efficacy	.24*	.00	.34*	−.02	.27*	−.23	.14	−.01
Level of self-reflection	.41**	.19	.39**	.10	.28*	−.10	.21*	−.09

**p <.01, *p <.05.

Table 5. Linear hierarchical regression for the estimation of learning gain

	Model 1			Model 2			Model 3			Model 4
Variable	B	SE	β	B	SE	β	B	SE	β	B	SE	β
cnf day 1	.17	.04	.55	.22	.08	.71	.19	.08	.62	.19	.07	.62
cnf day 3				−.06	.08	−.19	−.14	.09	−.42	−.16	.09	−.49
cnf day 5							−.15	.08	.39	.00	.12	.02
cnf day 7										.17	.11	.45
R^2	.30			.31			.36			.39
F for R^2 change	21.55***			.57			3.56**			2.30*

cnf = combined need fulfilment for all dimensions; ***p <.001, **p <.01, *p <.05.

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