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The Benefits of Peer Autonomy Support for Teachers

Jungert, Tomas, 1973- (författare)
Linköpings universitet, Psykologi, Linköpings universitet, Filosofiska fakulteten
Houlfort, Nathalie, (författare)
Université de `Québec à Montréal, Canada
Koestner, Richard, (författare)
McGill University, Montréal, QC, Kanada
Linköpings universitet Institutionen för beteendevetenskap och lärande. Psykologi. (creator_code:org_t)
Linköpings universitet Filosofiska fakulteten. (creator_code:org_t)
  • Konferensbidrag (övrigt vetenskapligt)
Abstract Ämnesord
  • In self-determination theory (Ryan & Deci, 2000) autonomy support describes an interpersonal style where a manager takes the perspective of a subordinate into account, presents rationales for decisions, and provides opportunities for choice (Baard et al., 2004). We have recently shown that autonomy support from peers may be more influential than from supervisors (Jungert et al., 2012). In the present study, we sought to distinguish the effects of autonomy support and competence support from peers versus supervisors. Along with measures of support, we measured self-reported work satisfaction and signs of burnout prospectively over one semester in a sample of 177 Canadian teachers. Changes in autonomy support from peers and in competence support from principals over time were significantly related to satisfaction and burnout signs at T2, when controlling for T1 values. Our findings provide evidence for the importance of both sources and types of support.


SAMHÄLLSVETENSKAP  -- Psykologi (hsv//swe)
SOCIAL SCIENCES  -- Psychology (hsv//eng)


work motivation
work satisfaction

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