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Pregled bibliografske jedinice broj: 1103988

From Teachers’ Work Engagement to Pupils' Positive Affect: A Weekly Diary Study on the Role of Pupils’ Autonomous Motivation


Tadić Vujčić, Maja; Garcia-Garzon, Eduardo; Gonul, Buse; Gioaba, Irina
From Teachers’ Work Engagement to Pupils' Positive Affect: A Weekly Diary Study on the Role of Pupils’ Autonomous Motivation // Applied Research in Quality of Life (2021) (znanstveni, prihvaćen)


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Naslov
From Teachers’ Work Engagement to Pupils' Positive Affect: A Weekly Diary Study on the Role of Pupils’ Autonomous Motivation

Autori
Tadić Vujčić, Maja ; Garcia-Garzon, Eduardo ; Gonul, Buse ; Gioaba, Irina

Vrsta, podvrsta
Radovi u časopisima, znanstveni

Izvornik
Applied Research in Quality of Life (2021)

Status rada
Prihvaćen

Ključne riječi
pupils’ positive affect in school ; autonomous motivation ; teachers’ work engagement ; weekly diary study ; emotional contagion

Sažetak
The main purpose of the present study was to investigate whether there is a crossover effect from teacher’s general (trait-level) work engagement to their pupils’ weekly positive affect in school and to examine whether pupils’ weekly autonomous motivation for school functions as an underlying mechanism that may explain this crossover effect. Building upon the self-determination theory and the emotion contagion theory, we argue that teachers’ general work engagement can be a strong resource for pupils, which can foster their psychological investment and interest in school-related activities, skills, and tasks (i.e. autonomous motivation), and, in turn, their positive affect. To test our hypotheses, we employed a weekly diary methodology by following 50 teachers and their 916 pupils in six different countries for three consecutive work weeks, which yielded 2735 reports from pupils and their teachers. The results of multilevel modeling provided support for the hypothesized research model. When teachers were generally more engaged in their work, their pupils reported more weekly positive affect in school, and this positive crossover effect was mediated by pupils’ weekly autonomous motivation for school. These findings extend current literature by revealing the potential underlying mechanism that can explain how teachers’ work engagement transmits to pupils’ positive affect in school.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)



POVEZANOST RADA


Ustanove:
Institut društvenih znanosti Ivo Pilar, Zagreb

Profili:

Avatar Url Maja Tadić Vujčić (autor)

Citiraj ovu publikaciju

Tadić Vujčić, Maja; Garcia-Garzon, Eduardo; Gonul, Buse; Gioaba, Irina
From Teachers’ Work Engagement to Pupils' Positive Affect: A Weekly Diary Study on the Role of Pupils’ Autonomous Motivation // Applied Research in Quality of Life (2021) (znanstveni, prihvaćen)
Tadić Vujčić, M., Garcia-Garzon, E., Gonul, B. & Gioaba, I. (2021) From Teachers’ Work Engagement to Pupils' Positive Affect: A Weekly Diary Study on the Role of Pupils’ Autonomous Motivation. Prihvaćen za objavljivanje u Applied Research in Quality of Life. [Preprint].
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@unknown{unknown, year = {2021}, keywords = {pupils’ positive affect in school, autonomous motivation, teachers’ work engagement, weekly diary study, emotional contagion}, journal = {Applied Research in Quality of Life}, title = {From Teachers’ Work Engagement to Pupils' Positive Affect: A Weekly Diary Study on the Role of Pupils’ Autonomous Motivation}, keyword = {pupils’ positive affect in school, autonomous motivation, teachers’ work engagement, weekly diary study, emotional contagion} }

Časopis indeksira:


  • Current Contents Connect (CCC)
  • Web of Science Core Collection (WoSCC)
    • Social Science Citation Index (SSCI)
    • SCI-EXP, SSCI i/ili A&HCI
  • Scopus





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