Abstract:Human values provide essential insights into how personal characteristics can help build a more positive work environment within an educational context, impacting variables such as organizational commitment and satisfaction with university life. However, it is still unknown to what extent values can help to influence the teachers’ level of work engagement. That is, whether specific values can lead people to present a higher motivation at work. Therefore, we conducted one study (N = 345; Mage = 36.45, SDage = 1… Show more
“…Work engagement has been described from numerous angles since its inception as a relatively important construct ( Bakker and Demerouti, 2008 ; Greenier et al, 2021 ; Coelho et al, 2023 ; Soininen et al, 2023 ). This consruct, according to Kahn (1990) , refers to being emotionally, intellectually, and physically immersed in one’s profession.…”
IntroductionThis study examines the predictors of work engagement among English teachers, focusing on the mediating role of psychological capital between teacher emotion regulation and work engagement.MethodsA sample of 486 Chinese teachers participated in this research and completed self-report measures assessing emotion regulation, psychological capital, and work engagement. Structural equation modeling was employed to analyze the proposed mediation model.ResultsThe results revealed a positive correlation between instructor emotion regulation and both psychological capital and work engagement. Furthermore, psychological capital emerged as a significant mediator in the relationship between emotion regulation and work engagement.DiscussionThe findings underscore the significance of enhancing teacher emotion regulation and psychological capital to potentially foster work engagement among educators. These results contribute to our understanding of the mechanisms that promote work engagement and have implications for the development of targeted interventions in the educational context.
“…Work engagement has been described from numerous angles since its inception as a relatively important construct ( Bakker and Demerouti, 2008 ; Greenier et al, 2021 ; Coelho et al, 2023 ; Soininen et al, 2023 ). This consruct, according to Kahn (1990) , refers to being emotionally, intellectually, and physically immersed in one’s profession.…”
IntroductionThis study examines the predictors of work engagement among English teachers, focusing on the mediating role of psychological capital between teacher emotion regulation and work engagement.MethodsA sample of 486 Chinese teachers participated in this research and completed self-report measures assessing emotion regulation, psychological capital, and work engagement. Structural equation modeling was employed to analyze the proposed mediation model.ResultsThe results revealed a positive correlation between instructor emotion regulation and both psychological capital and work engagement. Furthermore, psychological capital emerged as a significant mediator in the relationship between emotion regulation and work engagement.DiscussionThe findings underscore the significance of enhancing teacher emotion regulation and psychological capital to potentially foster work engagement among educators. These results contribute to our understanding of the mechanisms that promote work engagement and have implications for the development of targeted interventions in the educational context.
“…Considerando a dimensão motivacional dos valores humanos, é possível identificar a relação entre os valores humanos e a motivação em diversas áreas da vida. Por exemplo, valores ligados à motivação para interagir com os outros impactam positivamente no engajamento profissional de professores (Coelho et al, 2023), enquanto aqueles relacionados à estimulação, autodireção, realização e poder impactam positivamente na autoeficácia, qualidade do serviço e performance de funcionários de bancos (Sousa, et al, 2012). Os valores de universalismo, benevolência e conformidade motivam comportamentos prosociais, enquanto valores como segurança e poder são tipicamente opostos aos comportamentos prosociais (Benish-Weisman et al, 2019;Schwartz, 2010).…”
Valores são crenças que representam estados finais de existência ou comportamentos preferidos, transcendem situações específicas, orientam a seleção e a avaliação de comportamentos e eventos e variam em grau de importância entre os indivíduos. Dessa forma, eles refletem as metas que as pessoas desejam e o que consideram importante e valioso. O desempenho acadêmico pode ser definido como o grau de conhecimento e as habilidades desenvolvidas pelos estudantes em cada etapa de sua formação. Este trabalho apresenta uma revisão sistemática de estudos que analisam a relação entre os valores humanos e o desempenho acadêmico desde a educação básica até o ensino superior. Uma pesquisa nos bancos de dados PsycINFO, Web of Science, Scielo e Google Scholar identificou 1545 artigos. A remoção de duplicatas e a aplicação dos critérios de elegibilidade reduziram esse número para 220, dos quais 19 foram incluídos na revisão. As principais teorias encontradas nos artigos foram a Teoria Funcionalista dos Valores Humanos, a Teoria dos Valores Básicos e a Teoria dos Valores de Rokeach. Observou-se que os valores humanos estão relacionados ao desempenho acadêmico, atuando tanto como variável predecessora quanto como mediadora e moderadora de outras variáveis, como conteúdo dos objetivos de realização, esforço para atingir as metas, motivos de realização social e individual, metas de aprendizagem, desonestidade acadêmica, metas de realização, abordagens de aprendizagem e resiliência. Esses resultados aumentam nossa compreensão de como os valores estão associados ao desempenho acadêmico e permitem reflexões sobre como promover valores entre os/as estudantes.
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