Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers' psychological well-being.

ABSTRACT: Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting (PNT), in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed (longitudinal) effects of PNT of online teaching on teachers' well-being (including distress and burnout), intention to continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important

SUBMITTER: Chen IH 

PROVIDER: S-EPMC9424862 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature