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Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being

Collie, Rebecca J.; Martin, Andrew J.

Teaching and teacher education. Volume 64 (2017, May); pp 199-210 -- Elsevier Science

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  • Title:
    Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being
  • Author: Collie, Rebecca J.;
    Martin, Andrew J.
  • Found In: Teaching and teacher education. Volume 64 (2017, May); pp 199-210
  • Journal Title: Teaching and teacher education
  • Subjects: Enseignants--Formation--Périodiques; Enseignement--Périodiques; Electronic journals; Teachers--Training of--Periodicals; Teaching--Periodicals; Teachers--Motivation--Well-being--Latent profile analysis--Person-centered analysis; Dewey: 371.10205
  • Rights: legaldeposit
  • Publication Details: Elsevier Science
  • Abstract: Abstract:

    The primary aim of this study was to identify profiles of motivation among teachers. Using latent profile analysis among n  = 519 Australian teachers, we considered multidimensional motivation by examining adaptive (self-efficacy, valuing, mastery orientation) and maladaptive motivation (anxiety, uncertain control, performance avoidance). Results revealed five distinct profiles of teachers' motivation. The study's secondary aim involved determining how the profiles are associated with well-being outcomes (work enjoyment, workplace buoyancy, work disengagement) and teachers' personal and job characteristics. Results revealed significant differences across the profiles. Together, the findings underscore the importance of attending to teachers' motivation in both research and practice.

    Highlights:

    We identified motivational profiles among teachers using latent profile analysis.

    Adaptive and maladaptive motivation factors were examined.

    Results revealed five distinct profiles of teachers' motivation.

    Profiles differed on the adaptive and maladaptive motivation combinations.

    In addition, profiles differed on well-being outcomes and teachers' characteristics.


  • Identifier: System Number: LDEAvdc_100045925341.0x000001; Journal ISSN: 0742-051X; 10.1016/j.tate.2017.02.010
  • Publication Date: 2017
  • Physical Description: Electronic
  • Shelfmark(s): ELD Digital store

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