The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education. Issue 3 (27th May 2019)

• Record Type: Journal Article
• Authors: Kassis, Wassilis; Graf, Ulrike; Keller, Roger; Ding, Kathrin; Rohlfs, Carsten
• Is Part Of: European journal of teacher education. Volume 42:Issue 3(2019)
• Page Start: 391
• Page End: 409
• Publication Date: 2019-05-27
• Subjects: Student teacher attitudes -- social support -- basic psychological needs -- resilience -- self-efficacy; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2019.1576624
• Languages: English
• ISSNs: 0261-9768

Abstract

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.