Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers

An imbalance between work-related stressors and resources, which [the authors] refer to as stress exposure, is often found to impair teachers’ occupational well-being. However, the psychological mechanisms that explain this relationship are mostly unknown. [The authors] assumed that satisfaction of...

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Bibliographic Details
Published inLearning and instruction Vol. 50; no. 50; pp. 21 - 30
Main Authors Aldrup, Karen, Klusmann, Uta, Lüdtke, Oliver
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.08.2017
Subjects
Arbeitsbelastung
Begeisterung
Berufliche Kompetenz
Berufsanfänger
Einfluss
Emotion
Emotional exhaustion
Erfahrung
Erschöpfung
Individueller Unterschied
Lehrer
Lehrerkollegium
Need for relatedness
Ressource
Schule
Schüler-Lehrer-Beziehung
Self-determination theory
Soziale Beziehung
Stress
Teacher stress
Wohlbefinden
Work enthusiasm
Zufriedenheit
Self-determination theory
Need for relatedness
Teacher stress
Emotional exhaustion
Work enthusiasm
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Summary:An imbalance between work-related stressors and resources, which [the authors] refer to as stress exposure, is often found to impair teachers’ occupational well-being. However, the psychological mechanisms that explain this relationship are mostly unknown. [The authors] assumed that satisfaction of the basic psychological needs for competence, relatedness with students, and relatedness with colleagues acts as a mediator. To test this assumption, [the authors] conducted a two-week diary study with 152 beginning teachers. A multilevel within-subject mediation analysis showed that teachers felt less work enthusiasm and more emotional exhaustion on days when stress exposure was high. Whereas the needs for competence and relatedness with students explained the association with work enthusiasm, the need for competence mediated the relationship with emotional exhaustion. Additionally, the least experienced teachers felt more emotional exhaustion when the need for relatedness with students was not satisfied. These findings add to [the] understanding of the daily intra-individual processes affecting beginning teachers’ occupational well-being. (Orig.).
ISSN:0959-4752
1873-3263
DOI:10.1016/j.learninstruc.2016.11.005