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    Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?

    266101.pdf (634.8Kb)
    Access Status
    Open access
    Authors
    Cuevas, R.
    Ntoumanis, Nikos
    Fernandez-Bustos, J.
    Bartholomew, K.
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Cuevas, R. and Ntoumanis, N. and Fernandez-Bustos, J. and Bartholomew, K. 2018. Does teacher evaluation based on student performance predict motivation, well-being, and ill-being? Journal of School Psychology. 68: pp. 154-162.
    Source Title
    Journal of School Psychology
    DOI
    10.1016/j.jsp.2018.03.005
    ISSN
    0022-4405
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/67428
    Collection
    • Curtin Research Publications
    Abstract

    This study tests an explanatory model based on self-determination theory, which posits that pressure experienced by teachers when they are evaluated based on their students’ academic performance will differentially predict teacher adaptive and maladaptive motivation, well-being, and ill-being. A total of 360 Spanish physical education teachers completed a multi-scale inventory. We found support for a structural equation model that showed that perceived pressure predicted teacher autonomous motivation negatively, predicted amotivation positively, and was unrelated to controlled motivation. In addition, autonomous motivation predicted vitality positively and exhaustion negatively, whereas controlled motivation and amotivation predicted vitality negatively and exhaustion positively. Amotivation significantly mediated the relation between pressure and vitality and between pressure and exhaustion. The results underline the potential negative impact of pressure felt by teachers due to this type of evaluation on teacher motivation and psychological health.

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