Teaching style and basic psychological needs; an approach to initial teacher education
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| المؤلفون: | , , , |
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| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2025 |
| الوصف: | Grounded in Self-Determination Theory, the aim of the present study was to examine the relationship of interpersonal teaching styles on the satisfaction of basic psychological needs in pre-service teachers. A cross-sectional design was used and 133 students from the Teaching Master's programme completed the scales of Interpersonal Teaching Style in Higher Education and Satisfaction of Basic Psychological Needs. A regression model was carried out with AMOS v.29 and the results showed that the autonomy-supportive style exerts a positive and direct effect on autonomy satisfaction, competence, relatedness and novelty, while the controlling style has no significant association. This highlights the importance of university teachers using autonomy support in the classroom to support the satisfaction of basic psychological needs in initial teacher education. |
| البلد: | Portal de Revistas UNED |
| المؤسسة: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| اللغة: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/5490 |
| الوصول للمادة أونلاين: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/5490 |
| كلمة مفتاحية: | autonomy competence controlling style, novelty SDT autonomía competencia estilo controlador novedad TAD |