000076057 001__ 76057
000076057 005__ 20200117211600.0
000076057 0247_ $$2doi$$a10.1016/j.cedpsych.2018.01.001
000076057 0248_ $$2sideral$$a104061
000076057 037__ $$aART-2018-104061
000076057 041__ $$aeng
000076057 100__ $$0(orcid)0000-0002-1543-5109$$aAbós Catalán, Ángel$$uUniversidad de Zaragoza
000076057 245__ $$aAn integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling
000076057 260__ $$c2018
000076057 5060_ $$aAccess copy available to the general public$$fUnrestricted
000076057 5203_ $$aGrounded in self-determination theory and achievement goal theory, the objective of this study was to validate the Need-Supportive Teaching Style Scale (NSTSS) to evaluate teachers’ perception of their interpersonal styles. Using an adaptation to teachers of the items of the Motivational Climate in Physical Education Scale (MCPES) validated in students, the NSTSS proposed a four-factor structure, made up of task climate support, ego climate support, autonomy support and relatedness support. With a sample of 584 secondary teachers, the results obtained from the confirmatory factor analysis (CFA) and from the exploratory structural equation modeling (ESEM) supported the four-factor structure for the NSTSS. The results also supported composite reliability, measurement invariance across gender and type of school (public or private), as well as nomological validity (in relation to measures of motivation to teach, engagement at work and burnout at work) of NSTSS ratings. The results are discussed by arguing the importance that creating a scale to evaluate teachers’ perception of their need-supportive teaching styles using an integrative approach may have, discussing theoretical, methodological and practical contributions.
000076057 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/EDU2013-42048-R
000076057 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000076057 590__ $$a2.484$$b2018
000076057 591__ $$aPSYCHOLOGY, EDUCATIONAL$$b13 / 59 = 0.22$$c2018$$dQ1$$eT1
000076057 592__ $$a2.336$$b2018
000076057 593__ $$aEducation$$c2018$$dQ1
000076057 593__ $$aDevelopmental and Educational Psychology$$c2018$$dQ1
000076057 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000076057 700__ $$0(orcid)0000-0002-2077-1983$$aSevil Serrano, Javier$$uUniversidad de Zaragoza
000076057 700__ $$0(orcid)0000-0003-4417-5470$$aMartín-Albo Lucas, José$$uUniversidad de Zaragoza
000076057 700__ $$0(orcid)0000-0002-7076-6621$$aJulián Clemente, José Antonio$$uUniversidad de Zaragoza
000076057 700__ $$0(orcid)0000-0001-8115-0649$$aGarcía-González, Luis$$uUniversidad de Zaragoza
000076057 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000076057 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000076057 773__ $$g52 (2018), 48–60$$pContemp. educ. psychol.$$tCONTEMPORARY EDUCATIONAL PSYCHOLOGY$$x0361-476X
000076057 8564_ $$s1036494$$uhttps://zaguan.unizar.es/record/76057/files/texto_completo.pdf$$yPostprint
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000076057 951__ $$a2020-01-17-21:11:30
000076057 980__ $$aARTICLE