What Is the Association between Teachers' Autonomous Motivation, Controlled Motivation and Students' Emotional Well-Being? A Multilevel Mediation Analysis
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| Title: | What Is the Association between Teachers' Autonomous Motivation, Controlled Motivation and Students' Emotional Well-Being? A Multilevel Mediation Analysis |
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| Language: | English |
| Authors: | Enxia Ju, Huaiyuan Qi, Guoliang Qu, Yangmei Luo (ORCID |
| Source: | European Journal of Education. 2025 60(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Motivation, Professional Autonomy, Student Welfare, Psychological Patterns, Correlation, Teacher Student Relationship, Student Attitudes, Mental Health, Teacher Influence |
| DOI: | 10.1111/ejed.70012 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Teachers' motivation, which pertains to the reasons to sustain teaching, plays a pivotal role in shaping students' learning motivation, school engagement, and academic achievement. However, the relationship between teachers' motivation and students' emotional well-being remains unclear. This study, grounded in self-determination theory and the prosocial classroom model, investigated the associations between teachers' autonomous motivation and controlled motivation with students' emotional well-being and examined the potential mediating role of students' perceived teacher-student relationships and teacher support in these associations. The current study involved 49 homeroom teachers and 1853 students, assessing teachers' autonomous motivation, controlled motivation, students' perception of teacher support, teacher-student relationships, and emotional well-being. The results of the multilevel analysis indicated that (1) teachers' autonomous motivation positively predicted students' emotional well-being, mediated by teacher support; (2) teachers' controlled motivation negatively predicted students' emotional well-being, mediated by both students' perception of the student-teacher relationship and teacher support. The findings underscore the significance of intervening in teachers' work motivation, particularly controlled motivation, in educational and teaching practices to improve students' mental health. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461371 |
| Database: | ERIC |
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