Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs

Journal of Educational Psychology

Volumn 104, Issue 1, 2012, Pages 150-165

  Klassen, Robert M ^a   Perry, Nancy E ^b   Frenzel, Anne C ^c  

^a UNIVERSITY OF ALBERTA   (Canada)

^b UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^c UNIVERSITY OF MUNICH   (Germany)

Author keywords

Engagement; Relatedness; Self determination theory; Students; Teachers

Indexed keywords

EID: 84865265866     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0026253     Document Type: Article

References (60)

1. Alberta Education. (2009). Alberta teaching certification standards. Retrieved from http://education.alberta.ca/department/stats/certification.aspx
2. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411-423. doi:10.1037/0033-2909.103.3.411
3. Arbuckle, J. L. (2007). AMOS (Version 16.0) [Computer program]. Chicago, IL: SPSS.
4. Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045-2068. doi:10.1111/j.1559-1816.2004.tb02690.x
5. Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99, 274-284. doi:10.1037/0022-0663.99.2.274
6. Bauman, S., & Del Rio, A. (2006). Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98, 219-231. doi:10.1037/0022-0663.98.1.219
7. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529. doi:10.1037/0033-2909.117.3.497
8. Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York, NY: Basic Books.
9. Byrne, B. M. (1991). The Maslach Burnout Inventory: Validating factorial structure and invariance across intermediate, secondary, and university educators. Multivariate Behavioral Research, 26, 583-605. doi:10.1207/s15327906mbr2604_2
10. Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 645-673. doi:10.3102/00028312031003645
11. Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218. doi:10.1007/s10648-009-9106-y
12. Cheung, G. W., & Lau, R. S. (2008). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11, 296-325. doi:10.1177/1094428107300343
13. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233-255. doi:10.1207/S15328007SEM0902_5
14. Davis, H. A. (2003). Conceptualizing the role and influence of student teacher relationships on children's social and cognitive development. Educational Psychologist, 38, 207-234. doi:10.1207/S15326985EP3804_2
15. Deci, E. L., & Ryan, R. M. (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
16. Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country: A crosscultural study of self-determination. Personality and Social Psychology Bulletin, 27, 930-942. doi:10.1177/0146167201278002
17. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101. doi:10.1037/0003-066X.48.2.90
18. Evelein, F., Korthagen, F., & Brekelmans, M. (2008). Fulfillment of the basic psychological needs of student teachers during their first teaching experiences. Teaching and Teacher Education, 24, 1137-1148. doi:10.1016/j.tate.2007.09.001
19. Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716. doi:10.1037/a0014695
20. Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers' emotional experiences: An integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers' lives (pp. 129-151). New York, NY: Springer. doi:10.1007/978-1-4419-0564-2_7
21. Frenzel, A. C., Pekrun, R., & Goetz, T. (2010). Achievement Emotions Questionnaire for Teachers (AEQ-Teacher): User's manual. Munich, Germany: Department of Psychology, University of Munich.
22. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162. doi:10.1037/0022-0663.95.1.148
23. Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychologist, 49, 233-240. doi:10.1037/a0012758
24. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513. doi:10.1016/j.jsp.2005.11.001
25. Hoy, W. K., Gage, C. Q., III, & Tarter, C. J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42, 236-255. doi:10.1177/0013161X04273844
26. Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644-661. doi:10.1037/a0014241
27. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525. doi:10.3102/0034654308325693
28. Klassen, R. M. (2010). Teachers' stress: The mediating role of collective efficacy beliefs. Journal of Educational Research, 103, 342-350. doi:10.1080/00220670903383069
29. Klassen, R. M., Al-Dhafri, S., Hannok, W., & Betts, S. M. (2011). Investigating pre-service teacher motivation across cultures using the Teachers' Ten Statements Test. Teaching and Teacher Education, 27, 579-588. doi:10.1016/j.tate.2010.10.012
30. Klassen, R. M., Chong, W. H., Huan, V. S., Wong, I., Kates, A., & Hannok, W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education, 24, 1919-1934. doi:10.1016/j.tate.2008.01.005
31. Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education, 78, 464-486. doi:10.1080/00220970903292975
32. Klem, L. (2000). Structural equation modeling. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 227-260). Washington, DC: American Psychological Association.
33. Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology: An International Review, 57, 127-151. doi:10.1111/j.1464-0597.2008.00358.x
34. Mallinckrodt, B., Abraham, W. T., Wei, M., & Russell, D. W. (2006). Advances in testing the statistical significance of mediation effects. Journal of Counseling Psychology, 53, 372-378. doi:10.1037/0022-0167.53.3.372
35. Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113. doi:10.1002/job.4030020205
36. Mihalas, S., Morse, W. C., Allsopp, D. H., & McHatton, P. A. (2009). Cultivating caring relationships between teachers and secondary students with emotional and behavioral disorders: Implications for research and practice. Remedial and Special Education, 30, 108-125. doi:10.1177/0741932508315950
37. Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris, France: Author.
38. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. doi:10.1007/s10648-006-9029-9
39. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-105. doi:10.1207/S15326985EP3702_4
40. Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94, 186-196. doi:10.1037/0022-0663.94.1.186
41. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. doi:10.1037/10314-000
42. Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109-119. doi:10.3102/0013189X09332374
43. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891. doi:10.3758/BRM.40.3.879
44. Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42, 185-227. doi:10.1080/00273170701341316
45. Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548. doi:10.1037/0022-0663.91.3.537
46. Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774. doi:10.1037/0022-0663.99.4.761
47. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. doi:10.1037/0003-066X.55.1.68
48. Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66, 701-716. doi:10.1177/0013164405282471
49. Schoenberg, N. E., & Ravdal, H. (2000). Using vignettes in awareness and attitudinal research. International Journal of Social Research Methodology, 3, 63-74. doi:10.1080/136455700294932
50. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99, 323-338. doi:10.3200/JOER.99.6.323-338
51. Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422-445. doi:10.1037/1082-989X.7.4.422
52. Statistics Canada. (2000). Education in Canada (Catalogue No. 81-229XIB). Ottawa, Canada: Author.
53. Statistics Canada. (2006). Immigrant population by place of birth, by province and territory (2006 census). Retrieved from http://www40.statcan.ca/l01/cst01/demo34c-eng.htm
54. Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358. doi:10.1023/A:1026131715856
55. Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747-760. doi:10.1037/0022-0663.99.4.747
56. Tong, E. M. W., Bishop, G. D., Enkelmann, H. C., Diong, S. M., Why, Y. P., Khader, M., & Ang, J. (2009). Emotion and appraisal profiles of the needs for competence and relatedness. Basic and Applied Social Psychology, 31, 218-225. doi:10.1080/01973530903058326
57. Van den Broeck, A., Vansteenkiste, M., De Witte, H., & Lens, W. (2008). Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work & Stress, 22, 277-294. doi:10.1080/02678370802393672
58. Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B., & Lens, W. (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
59. Wang, M.-T. (2009). School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence. School Psychology Quarterly, 24, 240-251. doi:10.1037/a0017999
60. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice Scale. Journal of Experimental Education, 75, 167-202. doi:10.3200/JEXE.75.3.167-202