The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education

References

• Bandura, A. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84: 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. 2012. Self-Efficacy: The Exercise of Control. New York, NY: Freeman.
   Google Scholar
• Bandura, A., C. Barbaranelli, G. V. Caprara, and C. Pastorelli. 1996. “Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning.” Child Development 67: 1206–1222.
   PubMed Web of Science ®Google Scholar
• Baumert, J., and M. Kunter. 2013. “The COACTIV Model of Teachers’ Professional Competence.” In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers Results from the COACTIV Project, edited by M. Kunter, J. Baumert, W. Blum, U, Klusmann, S. Krauss, M. Neubrand, 25–48. New York: Springer.
   Google Scholar
• Beltman, S., C. Mansfield, and A. Price. 2011. “Thriving Not Just Surviving: A Review of Research on Teacher Resilience.” Educational Research Review 6: 185–207. doi:10.1016/j.edurev.2011.09.001.
   Web of Science ®Google Scholar
• Bruinsma, M., and E. P. Jansen. 2010. “Is the Motivation to Become a Teacher Related to Preservice Teachers’ Intentions to Remain in the Profession?.” European Journal of Teacher Education 33: 185–200. doi:10.1080/02619760903512927.
   Web of Science ®Google Scholar
• Buber, M. 1984. Das dialogische Prinzip: Ich und Du, Zwiesprache, Die Frage an den Einzelnen, Elemente des Zwischenmenschlichen, Zur Geschichte des dialogischen Prinzips. Heidelberg: Schneider.
   Google Scholar
• Campbell, D. T., and D. W. Fiske. 1959. “Convergent and Discriminant Validation by the Multitrait-Multimethod Matrix.” Psychological Bulletin 56 (2): 81. doi:10.1037/h0046016.
   PubMed Web of Science ®Google Scholar
• Cohn, R. C., and A. Farau. 1999. Gelebte Geschichte der Psychotherapie. Zwei Perspektiven 2nd printing. Stuttgart: Klett Cotta.
   Google Scholar
• Deci, E. L., and R. M. Ryan. 1991. “A Motivational Approach to Self: Integration in Personality.” In Perspectives on Motivation, edited by R. A. Dienstbier, 237–288. Lincoln: University of Nebraska Press.
   Google Scholar
• Deci, E. L., and R. M. Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 11: 227–268. doi:10.1207/S15327965PLI1104_01.
   Web of Science ®Google Scholar
• Deci, E. L., and R. M. Ryan. 2008. “Facilitating Optimal Motivation and Psychological Well-Being across Life’s Domains.” Canadian Psychology/Psychologie Canadienne 49: 14–23. doi:10.1037/0708-5591.49.1.14.
   Web of Science ®Google Scholar
• Deci, E. L., and R. M. Ryan. 2011. “Levels of Analysis, Regnant Causes of Behavior and Well-Being: The Role of Psychological Needs.” Psychological Inquiry 22: 17–22. doi:10.1080/1047840X.2011.545978.
   Web of Science ®Google Scholar
• Deci, E. L., and R. M. Ryan. 2012. “Motivation, Personality, and Development within Embedded Social Contexts: An Overview of Self-Determination Theory.” In The Oxford Handbook of Human Motivation, edited by R. M. Ryan, 85–107. New York: Oxford University Press.
   Google Scholar
• Deci, E. L., and R. M. Ryan. 2014. “Autonomy and Need Satisfaction in Close Relationships: Relationships Motivation Theory.” In Human Motivation and Interpersonal Relationships: Theory, Research, and Applications, edited by N. Weinstein, 53–73. Dordrecht: Springer Netherlands.
   Google Scholar
• Dennis, J. M., J. S. Phinney, and L. I. Chuateco. 2005. “The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethnic Minority First-Generation College Students.” Journal of College Student Development 46: 223–236. doi:10.1353/csd.2005.0023.
   Web of Science ®Google Scholar
• Doob, A. N., and J. B. Sprott. 2004. “Youth Justice in Canada.” Crime and Justice 31: 185–242. doi:10.1086/655338.
   Web of Science ®Google Scholar
• Gagné, M. 2003. “The Role of Autonomy Support and Autonomy Orientation in Prosocial Behavior Engagement.” Motivation and Emotion 27: 199–223. doi:10.1023/A:1025007614869.
   Web of Science ®Google Scholar
• George, M., M. A. Eys, B. Oddson, A. Roy-Charland, R. J. Schinke, and M. W. Bruner. 2013. “The Role of Self-Determination in the Relationship between Social Support and Physical Activity Intentions.” Journal of Applied Social Psychology 43: 1333–1341. doi:10.1111/jasp.2013.43.issue-6.
   Web of Science ®Google Scholar
• Holzberger, D., A. Philipp, and M. Kunter. 2014. “Predicting Teachers’ Instructional Behaviors: The Interplay between Self-Efficacy and Intrinsic Needs.” Contemporary Educational Psychology 39: 100–111. doi:10.1016/j.cedpsych.2014.02.001.
   Web of Science ®Google Scholar
• Hoy, A. W., and R. B. Spero. 2005. “Changes in Teacher Efficacy during the Early Years of Teaching: A Comparison of Four Measures.” Teaching and Teacher Education 21: 343–356. doi:10.1016/j.tate.2005.01.007.
   Web of Science ®Google Scholar
• Jerusalem, M., and R. Schwarzer. 1992. “Self-Efficacy as a Resource Factor in Stress Appraisal Processes.” In Self-Efficacy: Thought Control of Action, edited by R. Schwarzer, 195–213. Washington, DC: Hemisphere.
   Google Scholar
• Kienle, R., N. Knoll, and B. Renneberg. 2006. “Soziale Unterstützung und Gesundheit: Soziale Unterstützung und dyadisches Bewältigen.” In Gesundheitspsychologie, edited by B. Renneberg and P. Hammelstein, 107–122. Berlin, Heidelberg: Springer.
   Google Scholar
• Klassen, R. M., and V. M. Tze. 2014. “Teachers’ Self-Efficacy, Personality, and Teaching Effectiveness: A Meta-Analysis.” Educational Research Review 12: 59–76. doi:10.1016/j.edurev.2014.06.001.
   Web of Science ®Google Scholar
• Kline, R. B. 2015. Principles and Practice of Structural Equation Modeling. New York: Guilford publications.
   Google Scholar
• Leroy, N., P. Bressoux, P. Sarrazin, and D. Trouilloud. 2007. “Impact of Teachers’ Implicit Theories and Perceived Pressures on the Establishment of an Autonomy Supportive Climate.” European Journal of Psychology of Education 22: 529–545. doi:10.1007/BF03173470.
   Web of Science ®Google Scholar
• Lüftenegger, M., B. Schober, M. Finsterwald, P. Wagner, and C. Spiel. 2011. “Wahrgenommene Autonomie und Feedback im Unterricht als Determinanten von Motivation und Leistung in der Schule.” In Motivation, Selbstregulation Und Leistungsexzellenz, edited by M. Dresel and L. Lämmle, 199–217. Berlin: LIT.
   Google Scholar
• Mansfield, C. F., S. Beltman, T. Broadley, and N. Weatherby-Fell. 2016. “Building Resilience in Teacher Education: An Evidenced Informed Framework.” Teaching and Teacher Education 54 (Supplement C): 77–87. doi:10.1016/j.tate.2015.11.016.
   Web of Science ®Google Scholar
• Mansfield, C. F., S. Beltman, A. Price, and A. McConney. 2012. “‘Don’t Sweat the Small Stuff:’ Understanding Teacher Resilience at the Chalkface.” Teaching and Teacher Education 28: 357–367. doi:10.1016/j.tate.2011.11.001.
   Web of Science ®Google Scholar
• Muthén, L., and B. Muthén. 2017. Mplus (Version 8). Los Angeles, CA: Muthén and Muthén.
   Google Scholar
• Park, M. H., D. M. Dimitrov, A. Das, and M. Gichuru. 2016. “The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Dimensionality and Factor Structure.” Journal of Research in Special Educational Needs 16: 2–12. doi:10.1111/1471-3802.12047.
   Web of Science ®Google Scholar
• Petersdotter, L., E. Niehoff, and P. A. Freund. 2017. “International Experience Makes a Difference: Effects of Studying Abroad on Students’ Self-Efficacy.” Personality and Individual Differences 107: 174–178. doi:10.1016/j.paid.2016.11.040.
   Web of Science ®Google Scholar
• Podsakoff, P. M., S. B. MacKenzie, J.-Y. Lee, and N. P. Podsakoff. 2003. “Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies.” Journal of Applied Psychology 88: 879–903. doi:10.1037/0021-9010.88.5.879.
   PubMed Web of Science ®Google Scholar
• Raven, H., and J. Kleinert. 2016. “Die Rolle von Selbstwirksamkeitserwartung und psychologischen Grundbedürfnissen im Schulsport.” Sportunterricht 65: 113–117.
   Google Scholar
• Richter, D., M. Kunter, O. Lüdtke, U. Klusmann, and J. Baumert. 2011. “Soziale Unterstützung beim Berufseinstieg ins Lehramt: Eine empirische Untersuchung zur Bedeutung von Mentoren und Mitreferendaren.” Zeitschrift für Erziehungswissenschaft 14: 35–59. doi:10.1007/s11618-011-0173-8.
   Web of Science ®Google Scholar
• Rothland, M. 2011. “Risikomerkmale von Lehramtsstudierenden. Empirische Befunde zu berufsbezogenen Eignungsvoraussetzungen angehender Lehrkräfte.” Zeitschrift für Bildungsforschung 1: 179–197. doi:10.1007/s35834-011-0016-y.
   Google Scholar
• Schaarschmidt, U., and U. Kieschke. 2007. “Gerüstet für den Schulalltag.” Psychologische Unterstützungsangebote für Lehrerinnen und Lehrer. Weinheim: Beltz.
   Google Scholar
• Schaarschmidt, U., and U. Kieschke. 2013. “Beanspruchungsmuster im Lehrerberuf. Ergebnisse und Schlussfolgerungen aus der Potsdamer Lehrerstudie.” In Belastung und Beanspruchung im Lehrerberuf. Modelle – Befunde – Interventionen, edited by M. Rothland, 81–97. Wiesbaden: Springer Fachmedien.
   Google Scholar
• Schmitz, G. S. 1999. “Zur Struktur und Dynamik der Selbstwirksamkeitserwartung von Lehrern. Ein protektiver Faktor gegen Belastung und Burnout?” PhD-diss., Freie Universität Berlin. http://www.diss.fu-berlin.de/diss/receive/FUDISS_thesis_000000000315
   Google Scholar
• Schubarth, W., K. Speck, A. Seidel, and C. Gottmann. 2012. “Das Praxissemester im Lehramt–Ein Erfolgsmodell? Zur Wirksamkeit des Praxissemesters im Land Brandenburg.” In Studium nach Bologna: Praxisbezüge stärken?! Praktika als Brücke zwischen Hochschule und Arbeitsmarkt, edited by W. Schubarth and K. Speck, 137–169. Wiesbaden: Springer VS.
   Google Scholar
• Schüler, J., and V. Brandstätter. 2013. “How Basic Need Satisfaction and Dispositional Motives Interact in Predicting Flow Experience in Sport.” Journal of Applied Social Psychology 43: 687–705. doi:10.1111/jasp.2013.43.issue-4.
   Web of Science ®Google Scholar
• Schüler, J., K. M. Sheldon, M. Prentice, and M. Halusic. 2014. “Do Some People Need Autonomy More than Others? Implicit Dispositions Towards Autonomy Moderate the Effects of Felt Autonomy on Well-Being.” Journal of Personality 84: 5–20. doi:10.1111/jopy.12133.
   PubMed Web of Science ®Google Scholar
• Schwarzer, R., and M. Jerusalem. 1995. “Generalized Self-Efficacy Scale.” In Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs, edited by J. Weinman, S. Wright, and M. Johnston, 35–37. UK: Windsor.
   Google Scholar
• Schwarzer, R., and N. Knoll. 2010. “Social Support.” In Health Psychology, edited by D. French, K. Vedhara, A. A. Kaptein, and J. Weinmann, 283–293. Oxford: Blackwell.
   Google Scholar
• Schwarzer, R., and L. M. Warner. 2013. “Perceived Self-Efficacy and Its Relationship to Resilience.” In The Springer Series on Human Exceptionality: Resilience in Children, Adolescents, and Adults: Translating Research into Practice, edited by S. Prince-Embury and D. H. Saklofske, 139–150. New York, NY: Springer.
   Google Scholar
• Söhnchen, F. 2007. “Common Method Variance Und Single Source Bias.” In Methodik der empirischen Forschung, edited by S. Albers, D. Klapper, U. Konradt, A. Walter, and J. Wolf, 135–150. Wiesbaden: Gabler.
   Google Scholar
• Spector, P. E. 2006. “Method Variance in Organizational Research. Truth or Urban Legend?.” Organizational Research Methods 9: 221–232. doi:10.1177/1094428105284955.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., and A. W. Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17: 783–805. doi:10.1016/S0742-051X(01)00036-1.
   Web of Science ®Google Scholar
• Uchino, B. N. 2009. “Understanding the Links between Social Support and Physical Health: A Life-Span Perspective with Emphasis on the Separability of Perceived and Received Support.” Perspectives on Psychological Science 4: 236–255. doi:10.1111/j.1745-6924.2009.01122.x.
   Web of Science ®Google Scholar
• Van de Schoot, R., P. Lugtig, and J. Hox. 2012. “A Checklist for Testing Measurement Invariance.” European Journal of Developmental Psychology 9: 486–492. doi:10.1080/17405629.2012.686740.
   Web of Science ®Google Scholar
• Van Den Broeck, A., M. Vansteenkiste, H. De Witte, B. Soenens, and W. Lens. 2010. “Capturing Autonomy, Competence, and Relatedness at Work: Construction and Initial Validation of the Work-Related Basic Need Satisfaction Scale.” Journal of Occupational and Organizational Psychology 83: 981–1002. doi:10.1348/096317909X481382.
   Web of Science ®Google Scholar
• Vansteenkiste, M., and R. M. Ryan. 2013. “On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle.” Journal of Psychotherapy Integration 23: 263–280. doi:10.1037/a0032359.
   Google Scholar
• Waldmann, M. R., and Y. Hagmayer. 2006. “Categories and Causality: The Neglected Direction.” Cognitive Psychology 53: 27–58. doi:10.1016/j.cogpsych.2006.01.001.
   PubMed Web of Science ®Google Scholar
• Wang, H., N. C. Hall, and S. Rahimi. 2015. “Self-Efficacy and Causal Attributions in Teachers: Effects on Burnout, Job Satisfaction, Illness, and Quitting Intentions.” Teaching and Teacher Education 47: 120–130. doi:10.1016/j.tate.2014.12.005.
   Web of Science ®Google Scholar
• Zimmermann, F., L. Rösler, J. Möller, and O. Köller. 2018. “How Learning Conditions and Program Structure Predict Burnout and Satisfaction in Teacher Education.” European Journal of Teacher Education 41: 318–342. doi:10.1080/02619768.2018.1448778.
   Web of Science ®Google Scholar