Predicting teachers' instructional behaviors: The interplay between self-efficacy and intrinsic needs

Contemporary Educational Psychology

Volumn 39, Issue 2, 2014, Pages 100-111

  Holzberger, Doris ^a   Philipp, Anja ^b   Kunter, Mareike ^b  

^a Institute for School Quality and Educational Research   (Germany)

^b GOETHE UNIVERSITY   (Germany)

Author keywords

Classroom instruction; Intrinsic need satisfaction; Latent moderated structural equation analysis; Self efficacy; Teachers

Indexed keywords

EID: 84897857654     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2014.02.001     Document Type: Article

References (115)

1. Anderson R., Greene M., Loewen P. Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Journal of Educational Research 1988, 34:148-165.
2. Ashton P.T., Webb R.B. Making a difference: Teachers' sense of efficacy and student achievement 1986, Longman, New York.
3. Baard P.P., Deci E.L., Ryan R.M. Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology 2004, 34(10):2045-2068. 10.1111/j.1559-1816.2004.tb02690.x.
4. Bakker A.B. Flow among music teachers and their students: The crossover of peak experiences. Journal of Vocational Behavior 2005, 66(1):26-44. 10.1016/j.jvb.2003.11.001.
5. Bakker A.B., Bal P.M. Weekly work engagement and performance: A study among starting teachers. Journal of Occupational and Organizational Psychology 2010, 83(1):189-206. 10.1348/096317909X402596.
6. Bakker A.B., Demerouti E. The job demands-resources model: State of the art. Journal of Managerial Psychology 2007, 22(3):309-328. 10.1108/02683940710733115.
7. Bakker A.B., Demerouti E., Euwema M.C. Job resources buffer the impact of job demands on burnout. Journal of Occupational Health Psychology 2005, 10(2):170-180. 10.1037/1076-8998.10.2.170.
8. Bakker A.B., Hakanen J.J., Demerouti E., Xanthopoulou D. Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology 2007, 99(2):274-284. 10.1037/0022-0663.99.2.274.
9. Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 1977, 84(2):191-215.
10. Bandura A. Self-efficacy: The exercise of control 1997, Freeman, New York.
11. Baumert J., Kunter M., Blum W., Brunner M., Voss T., Jordan A., et al. Teachers' mathematical knowledge, cognitive activation in the classroom and student progress. American Educational Research Journal 2010, 47(1):133-180. 10.3102/0002831209345157.
12. Betoret F.D. Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology: An International Journal of Experimental Educational Psychology 2006, 26(4):519-539. 10.1080/01443410500342492.
13. Bresó E., Schaufeli W., Salanova M. Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education 2011, 61(4):339-355. 10.1007/s10734-010-9334-6.
14. Brouwers A., Tomic W. A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education 2000, 16(2):239-253. 10.1016/s0742-051x(99)00057-8.
15. Burton J.P., Bamberry N.J., Harris-Boundy J. Developing personal teaching efficacy in new teachers in university settings. Academy of Management Learning & Education 2005, 4(2):160-173. 10.5465/AMLE.2005.17268563.
16. Butler R. Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology 2007, 99(2):241-252. 10.1037/0022-0663.99.2.241.
17. Cable D., Edwards J.R. Complementary and supplementary fit: A theoretical and empirical integration. Journal of Applied Psychology 2004, 89(5):822-834. 10.1037/0021-9010.89.5.822.
18. Caprara G.V., Barbaranelli C., Borgogni L., Steca P. Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology 2003, 95(4):821-832. 10.1037/0022-0663.95.4.821.
19. Caprara G.V., Barbaranelli C., Steca P., Malone P.S. Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology 2006, 44(6):473-490. 10.1016/j.jsp.2006.09.001.
20. Chan W.-Y., Lau S., Nie Y., Lim S., Hogan D. Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal 2008, 45(3):597-630. 10.3102/0002831208318259.
21. Collie R.J., Shapka J.D., Perry N.E. School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology 2012, 104(4):1189-1204. 10.1037/a0029356.
22. Davis H.A. Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist 2003, 38(4):207-234. 10.1207/s15326985ep3804_2.
23. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior 1985, Plenum Press, New York.
24. Deci E.L., Ryan R.M. The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry 2000, 11(4):227-268. 10.1207/S15327965PLI1104_01.
25. Deci E.L., Ryan R.M., Gagné M., Leone D.R., Usunov J., Kornazheva B.P. Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin 2001, 27(8):930-942. 10.1177/0146167201278002.
26. Dubberke T., Kunter M., McElvany N., Brunner M., Baumert J. Lerntheoretische Überzeugungen von Mathematiklehrkräften [Mathematics teachers' beliefs and their impact on instructional quality and student achievement]. Zeitschrift für Pädagogische Psychologie 2008, 22(3):193-206. 10.1024/1010-0652.22.34.193.
27. Eccles J.S., Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology 2002, 53(1):109-132. 10.1146/annurev.psych.53.100901.135153.
28. Emmer E.T., Stough L.M. Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist 2001, 36(2):103-112. 10.1207/S15326985EP3602_5.
29. Evelein F., Korthagen F., Brekelmans M. Fulfilment of the basic psychological needs of student teachers during their first teaching experiences. Teaching and Teacher Education 2008, 24(5):1137-1148. 10.1016/j.tate.2007.09.001.
30. Fernet C., Guay F., Senécal C., Austin S. Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education 2012, 28(4):514-525. 10.1016/j.tate.2011.11.013.
31. Frenzel A.C., Goetz T., Lüdtke O., Pekrun R., Sutton R.E. Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology 2009, 101(3):705-716. 10.1037/a0014695.
32. Gagné M. The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion 2003, 27(3):199-223. 10.1023/a:1025007614869.
33. Gagné M., Deci E.L. Self-determination theory and work motivation. Journal of Organizational Behavior 2005, 26(4):331-362. 10.1002/job.322.
34. Ghaith G., Yaghi H. Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education 1997, 13(4):451-458. 10.1016/S0742-051X(96)00045-5.
35. Greguras G.J., Diefendorff J.M. Different fits satisfy different needs: Linking Person-Environment Fit to employee commitment and performance using Self-Determination Theory. Journal of Applied Psychology 2009, 94(2):465-477. 10.1037/a0014068.
36. Guay F., Marsh H.W., Boivin M. Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology 2003, 95(1):124-136. 10.1037//0022-0663.95.1.124.
37. Guskey T.R. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education 1988, 4(1):63-69. 10.1016/0742-051x(88)90025-x.
38. Hackman J.R., Oldham G.R. Development of the job diagnostic survey. Journal of Applied Psychology 1975, 60(2):159-170. 10.1037/h0076546.
39. Hattie J.A. Visible learning: A synthesis of over 800 meta-analyses relating to achievement 2009, Routledge, New York.
40. Helmke A. Unterrichtsqualität und Lehrerprofessionalität - Diagnose, Evaluation und Verbesserung des Unterrichts [Instructional quality and teacher professionality: Diagnosis, evaluation, and enhancement of instruction] 2009, Klett-Kallmeyer, Seelze-Velber.
41. Holzberger D., Philipp A., Kunter M. How teachers' self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology 2013, 105(3):774-786. 10.1037/a0032198.
42. Houkes I., Janssen P., de Jonge J., Nijhuis F. Work and individual determinants of intrinsic work motivation, emotional exhaustion, and turnover intention: A multi-sample analysis. International Journal of Stress Management 2001, 8(4):257-283. 10.1023/A:1017561531748.
43. Ilardi B.C., Leone D.R., Kasser T., Ryan R.M. Employee and supervisor ratings of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting. Journal of Applied Psychology 1993, 23(21):1789-1805. 10.1111/j.1559-1816.1993.tb01066.x.
44. Jennings P.A., Greenberg M.T. The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research 2009, 79(1):491-525. 10.3102/0034654308325693.
45. Jesus S.N., Lens W. An integrated model for the study of teacher motivation. Applied Psychology: An International Review 2005, 54(1):119-134. 10.1111/j.1464-0597.2005.00199.x.
46. Kasser T., Davey J., Ryan R.M. Motivation and employee-supervisor discrepancies in a psychiatric vocational rehabilitation setting. Rehabilitation Psychology 1992, 37(3):175-188. 10.1037/h0079104.
47. Klassen, R. M., Durksen, T. L., & Tze, V. M. C. (in press). Teachers' self-efficacy beliefs: Ready to move from theory to practice? In P. W. Richardson, S. Karabenick, & H. Watt (Eds.), Teacher motivation: Theory and practice. New York: Routledge Taylor Francis.
48. Klassen R.M., Perry N.E., Frenzel A.C. Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology 2012, 104(1):150-165. 10.1037/a0026253.
49. Klassen R.M., Tze V.M.C., Betts S.M., Gordon K.A. Teacher efficacy research 1998-2009: Signs of progress of unfulfilled promise?. Educational Psychology Review 2011, 23(1):21-43. 10.1007/s10648-010-9141-8.
50. Klein A. Moderatormodelle: Verfahren zur Analyse von Moderatoreffekten in Strukturgleichungsmodellen [Moderator Models: Methods for the analysis of moderator effects in structural equation models] 2000, Kovač, Hamburg.
51. Klein A., Moosbrugger H. Maximum likelihood estimation of latent interaction effects with the LMS method. Psychometrika 2000, 65(4):457-474. 10.1007/bf02296338.
52. Klieme E., Pauli C., Reusser K. The Pythagoras study. The power of video studies in investigating teaching and learning in the classroom 2009, 137-160. Waxmann, Münster. T. Janik, T. Seidel (Eds.).
53. Klieme E., Rakoczy K. Empirische Unterrichtsforschung und Fachdidaktik. Outcome-orientierte Messung und Prozessqualität des Unterrichts. Zeitschrift für Pädagogik 2008, 54(2):222-237.
54. Klusmann U., Kunter M., Trautwein U., Lüdtke O., Baumert J. Engagement and emotional exhaustion in teachers: Does the school context make a difference?. Applied Psychology 2008, 57:127-151. (Supplement s1). 10.1111/j.1464-0597.2008.00358.x.
55. Klusmann U., Kunter M., Trautwein U., Baumert J. Lehrerbelastung und Unterrichtsqualität aus der Perspektive von Lehrenden und Lernenden [Teachers' stress and the quality of instruction: Linking teachers' and students' perception]. Zeitschrift für Pädagogische Psychologie 2006, 20(3):161-173. 10.1024/1010-0652.20.3.161.
56. Kounin J.S. Techniken der Klassenführung 1976, Hans Huber, Bern.
57. Kunter M., Baumert J. Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research 2006, 9(3):231-251. 10.1007/s10984-006-9015-7.
58. Kunter, M., & Holzberger, D. (in press). Loving teaching: Research on teachers' intrinsic orientations. In P. W. Richardson, S. A. Karabenick & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice. Routledge.
59. Kunter M., Frenzel A., Nagy G., Baumert J., Pekrun R. Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology 2011, 36:289-301. 10.1016/j.cedpsych.2011.07.001.
60. Kunter M., Klusmann U., Dubberke T., Baumert J., Blum W., Brunner M. Linking aspects of teacher competence to their instruction: Results from the COACTIV project. Studies on the educational quality of schools. The final report on the DFG Priority Programme 2007, 39-59. Waxmann, Münster. M. Prenzel (Ed.).
61. Kunter M., Tsai Y.-M., Klusmann U., Brunner M., Krauss S., Baumert J. Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and Instruction 2008, 18(5):468-482. 10.1016/j.learninstruc.2008.06.008.
62. Lam S.-F., Cheng R.W.-Y., Choy H.C. School support and teacher motivation to implement project-based learning. Learning and Instruction 2010, 20(6):487-497. 10.1016/j.learninstruc.2009.07.003.
63. Lipowsky F., Rakoczy K., Pauli C., Drollinger-Vetter B., Klieme E., Reusser K. Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem. Learning and Instruction 2009, 19(6):527-537. 10.1016/j.learninstruc.2008.11.001.
64. Little T.D., Cunningham W.A., Shahar G., Widaman K.F. To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling: A multidisciplinary Journal 2002, 9(2):151-173. 10.1207/S15328007SEM0902_1.
65. Llorens S., Schaufeli W., Bakker A., Salanova M. Does a positive gain spiral of resources, efficacy beliefs and engagement exist?. Computers in Human Behavior 2007, 23(1):825-841. 10.1016/j.chb.2004.11.012.
66. Lohse-Bossenz H., Kunina-Habenicht O., Kunter M. The role of educational psychology in teacher education: Expert opinions on what teachers should know about learning, development, and assessment. European Journal of Psychology of Education 2013, 28(4):1543-1565. 10.1007/s10212-013-0181-6.
67. Long J.F., Woolfolk Hoy A. Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education 2006, 22(3):303-314. 10.1016/j.tate.2005.11.001.
68. Lüdtke O., Robitzsch A., Trautwein U., Kunter M. Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling. Contemporary Educational Psychology 2009, 34(2):120-131. 10.1016/j.cedpsych.2008.12.001.
69. Lüdtke O., Trautwein U., Kunter M., Baumert J. Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data. Learning Environments Research 2006, 9(3):215-230. 10.1007/s10984-006-9014-8.
70. Malmberg L.-E. Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education 2006, 22(1):58-76. 10.1016/j.tate.2005.07.005.
71. Malmberg L.-E. Student teachers' achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction 2008, 18(5):438-452. 10.1016/j.learninstruc.2008.06.003.
72. Marsh H.W., Lüdtke O., Nagengast B., Trautwein U., Morin A.J.S., Abduljabbar A.S., et al. Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist 2012, 74(2):106-124. 10.1080/00461520.2012.670488.
73. Midgley C., Feldlaufer H., Eccles J.S. Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to Junior High School. Journal of Educational Psychology 1989, 81(2):247-258. 10.1037//0022-0663.81.2.247.
74. Miserandino M. Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology 1996, 88(2):203-214. 10.1037//0022-0663.88.2.203.
75. Moè A., Pazzaglia F., Ronconi L. When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education 2010, 26(5):1145-1153. 10.1016/j.tate.2010.02.010.
76. Morris-Rothschild B.K., Brassard M.R. Teachers' conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology 2006, 44(2):105-121. 10.1016/j.jsp.2006.01.004.
77. Murphy P.K., Alexander P.A. A motivated exploration of motivation terminology. Contemporary Educational Psychology 2000, 25(1):3-53. http://dx.doi.org/10.1006/ceps.1999.1019.
78. Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus user's guide (Vol. 6). Los Angeles, CA: Muthén & Muthén.
79. Nitsche S., Dickhäuser O., Fasching M.S., Dresel M. Rethinking teachers' goal orientations: Conceptual and methodological enhancements. Learning and Instruction 2011, 21(4):574-586. 10.1016/j.learninstruc.2010.12.001.
80. Pelletier L.G., Seguin-Levesque C., Legault L. Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology 2002, 94(1):186-196. 10.1037/0022-0663.94.1.186.
81. Pianta R.C. Classroom management and relationships between children and teachers: Implications for research and practice. Handbook of classroom management: Research, practice, and contemporary issues 2006, 685-710. Lawrence Erlbaum Associates, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
82. Pianta R.C., Hamre B.K. Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher 2009, 38(2):109-119. 10.3102/0013189X09332374.
83. Podsakoff P.M., MacKenzie S.B., Jeong-Yeon L., Podsakoff N.P. Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology 2003, 88(5):879-903. 10.1037/0021-9010.88.5.879.
84. Radel R., Sarrazin P., Legrain P., Wild T.C. Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology 2010, 102(3):577-587. 10.1037/a0019051.
85. Retelsdorf J., Butler R., Streblow L., Schiefele U. Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction 2010, 20(1):30-46. 10.1016/j.learninstruc.2009.01.001.
86. Reyes M.R., Brackett M.A., Rivers S.E., White M., Salovey P. Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology 2012, 104(3):700-712. 10.1037/a0027268.
87. Roca J.C., Gagné M. Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior 2008, 24:1585-1604. 10.1016/j.chb.2007.06.001.
88. Rosenholtz S.J. Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School Journal 1989, 89(4):421-439. 10.1086/461584.
89. Ross J.A. Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education 1992, 17(1):51-65. 10.2307/1495395.
90. Ross J.A. The antecedents and consequences of teacher efficacy. Advances in research on teaching 1998, 385-400. JAI, Greenwich, CT, US. J. Brophy (Ed.).
91. Ross J.A., Bruce C. Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research 2007, 101(1):50-60. 10.3200/joer.101.1.50-60.
92. Roth G., Assor A., Kanat-Maymon Y., Kaplan H. Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology 2007, 99(4):761-774. 10.1037/0022-0663.99.4.761.
93. Salanova M., Schaufeli W., Xanthopoulou D., Bakker A. The gain spiral of resources and work engagement: Sustaining a positive worklife. Work engagement. A handbook of essential theory and research 2010, 118-131. Psychology Press, New York, NY. A. Bakker, M. Leiter (Eds.).
94. Schafer, J. L. (2000). NORM 2.03 for Windows 95/98/NT. Software. http://www.stat.psu.edu/~jls.
95. Schafer J.L., Graham J.W. Missing data: Our view of the state of the art. Psychological Methods 2002, 7(3):147-177. 10.1037//1082-989X.7.2.147.
96. Schmitz G.S., Schwarzer R. Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument [Perceived self-efficacy of teachers: Longitudinal findings with a new instrument]. Zeitschrift für Pädagogische Psychologie 2000, 14(1):12-25. 10.1024//1010-0652.14.1.12.
97. Schunk D.H. Coming to terms with motivation constructs. Contemporary Educational Psychology 2000, 25(1):116-119. doi: 10.1006/ceps.1999.1018.
98. Schwarzer, R., Schmitz, G. S., & Daytner, G. T. (1999). The teacher self-efficacy scale. http://www.ralfschwarzer.de.
99. Schwerdtfeger A., Konermann L., Schonhofen K. Self-efficacy as a health-protective resource in teachers? A biopsychological approach. Health Psychology 2008, 27(3):358-368. 10.1037/0278-6133.27.3.358.
100. Seidel T., Shavelson R.J. Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research 2007, 77(4):454-499. 10.3102/0034654307310317.
101. Soenens B., Sierens E., Vansteenkiste M., Dochy F., Goossens L. Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology 2012, 104(1):108-120. 10.1037/a0025742.
102. Sørebø Ø., Halvari H., Gulli V.F., Kristiansen R. The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology. Computers and Education 2009, 53(4):1177-1187. 10.1016/j.compedu.2009.06.001.
103. Taylor I.M., Ntoumanis N. Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology 2007, 99(4):747-760. 10.1037/0022-0663.99.4.747.
104. Taylor I.M., Ntoumanis N., Standage M. A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education. Journal of Sport & Exercise Psychology 2008, 30(1):75-94.
105. Trautwein U., Marsh H.W., Nagengast B., Lüdtke O., Nagy G., Jonkmann K. Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology 2012, 104(3):763-777. 10.1037/a0027470.
106. Tschannen-Moran M., Woolfolk Hoy A., Hoy W.K. Teacher efficacy: Its meaning and measure. Review of Educational Research 1998, 68(2):202-248. 10.3102/00346543068002202.
107. Van den Broeck A., Vansteenkiste M., De Witte H., Lens W. Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work & Stress 2008, 22(3):277-294. 10.1080/02678370802393672.
108. Van den Broeck A., Vansteenkiste M., De Witte H., Soenens B., Lens W. 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 2010, 83(4):981-1002. 10.1348/096317909X481382.
109. van der Doef M., Maes S. The job demand-control (-support) model and psychological well-being: A review of 20years of empirical research. Work & Stress 1999, 13(2):87-114. 10.1080/026783799296084.
110. Vansteenkiste M., Neyrinck B., Niemiec C.P., Soenens B., de Witte H., Van Den Broeck A. On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. Journal of Occupational and Organizational Psychology 2007, 80(2):251-277. 10.1348/096317906X111024.
111. Wild T.C., Enzle M.E., Hawkins W.L. Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin 1992, 18(2):245-251. 10.1177/0146167292182017.
112. Wolters C.A., Daugherty S.G. Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology 2007, 99(1):181-193. 10.1037/0022-0663.99.1.181.
113. Wood, A. M. (1999). The effects of teacher enthusiasm on student motivation, selective attention, and text memory. Doctoral dissertation, ProQuest Information & Learning, US.
114. Woolfolk Hoy A. What motivates teachers? Important work on a complex question. Learning and Instruction 2008, 18(5):492-498. 10.1016/j.learninstruc.2008.06.007.
115. Woolfolk A.E., Rosoff B., Hoy W.K. Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education 1990, 6(2):137-148. 10.1016/0742-051x(90)90031-y.