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The Mediating Role of Psychological Well-Being in the Relationship Between Motivation to Teach and Life Satisfaction

Yıl 2024, Cilt: 11 Sayı: 1, 193 - 210, 30.04.2024

Zöhre Kaya Ferdi Yağan Gaye Zeynep Çenesiz Arzu Taşdelen Karçkay

Öz

The main objective of this study is to investigate the relationship between motivation to teach and life satisfaction, as well as to explore the potential mediating effect of psychological well-being on this relationship. The study involved 618 volunteer teacher candidates and employed a correlational survey model within quantitative research. The participants, with an average age of 21.64 (SD = 2.30), comprised 336 females (54.4%) and 282 males (45.6%). Data collection instruments included the Motivation to Education is one of the fundamental elements shaping the future of societies, and teachers are key figures in undertaking this important task. However, the impact of psychological factors such as motivation to teach and life satisfaction of preservice teachers on the quality of education is often overlooked. In this context, this research aims to investigate the relationship between motivation to teach and life satisfaction among teacher candidates, as well as to test whether psychological well-being mediates these relationships. Participants were 618 volunteer teacher candidates (336 female, 54.4%). Data collection instruments included the Motivation to Teach Scale, the Satisfaction with Life Scale and the Psychological Well-Being Scale. The mediating relationship was tested using structural equation modeling and bootstrapping procedures. Results indicated significant positive correlations between motivation to teach, psychological well-being, and life satisfaction. Motivation to teach and psychological well-being were identified as significant predictors of life satisfaction. Furthermore, psychological well-being emerged as a partial mediating variable between motivation to teach and life satisfaction. Notably, motivation to teach and psychological well-being accounted for approximately 60% of the variance in life satisfaction. In conclusion, enhancing the psychological well-being of teacher candidates could strengthen the impact of motivation to teach on life satisfaction, supported by the findings.

Anahtar Kelimeler

Motivation to teach life satisfaction psychological well-being structural equation modeling preservice teachers

Kaynakça

  • Akbaba, S. (2006). Motivation in education. Journal of Atatürk University Kazım Karabekir Faculty of Education, (13), 343-361.
  • Alibekiroğlu, P. B., Akbaş, T., Bulut Ateş, F., & Kırdök, O. (2018). Mediator effect of self compassion in the relationship between life satisfaction and psychological resilience incollege students. Journal of Çukurova University Social Sciences Institute, 27(2), 1-17. https://dergipark.org.tr/tr/pub/cusosbil/issue/39773/471215
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  • Argon, T., & Cicioğlu, M. (2017). Vocational high school teachers’ levels of belief ineducation and motivation to teach. The Journal of Academic Social Science Studies,57(1), 1-23. https://doi.org/10.9761/JASSS7108
  • Aydoğdu, F. (2021). Mediating role of dispositional hope and life satisfaction in the relationship between teachers’ solution-focused thinking and happiness. Current Approaches in Psychiatry, 13(1), 337-360. https://doi.org/10.18863/pgy.983099
  • Ayık, A., & Ataş, Ö. (2014). The relationship between pre-service teachers’ attitudes towards the teaching profession and their motivation to teach. Journal of Educational Sciences Research, 4(1), 25-43. https://doi.org/10.12973/jesr.2014.41.2
  • Ayık, A., Ataş Akdemir, Ö., & Seçer, İ. (2015). Adaptation of the motivation to teach scale into Turkish: The validity and reliability study. Current Research in Education, 1(1),33-45.
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  • Bergold, S., &Steinmayr, R. (2023). Teacherjudgmentspredictdevelopments in adolescents’ schoolperformance, motivation, and life satisfaction. Journal of educationalpsychology, 115(4), 642-664.https://doi.org/10.1037/edu0000786
  • Berridge, K. C., & Kringelbach, M. L. (2011). Building a neuroscience of pleasure and well-being.Psychology of well-being: Theory, Research and Practice, 1(1), 1-26.https://doi.org/10.1186/2211-1522-1-3
  • Bozoğlan, B. (2014). Social support and life satisfaction as the predictor of conflict.Kastamonu Education Journal, 2(1), 161-175. https://dergipark.org.tr/en/pub/kefdergi/issue/22603/241533
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Yıl 2024, Cilt: 11 Sayı: 1, 193 - 210, 30.04.2024

Zöhre Kaya Ferdi Yağan Gaye Zeynep Çenesiz Arzu Taşdelen Karçkay

Öz

Kaynakça

  • Akbaba, S. (2006). Motivation in education. Journal of Atatürk University Kazım Karabekir Faculty of Education, (13), 343-361.
  • Alibekiroğlu, P. B., Akbaş, T., Bulut Ateş, F., & Kırdök, O. (2018). Mediator effect of self compassion in the relationship between life satisfaction and psychological resilience incollege students. Journal of Çukurova University Social Sciences Institute, 27(2), 1-17. https://dergipark.org.tr/tr/pub/cusosbil/issue/39773/471215
  • Altun Dilek, S., & Yılmaz, K. (2016). Teachers’ work a holism tendencies and work-family balance. E-Kafkas Journal of Educational Research, 3(1), 36-55
  • Argon, T., & Cicioğlu, M. (2017). Vocational high school teachers’ levels of belief ineducation and motivation to teach. The Journal of Academic Social Science Studies,57(1), 1-23. https://doi.org/10.9761/JASSS7108
  • Aydoğdu, F. (2021). Mediating role of dispositional hope and life satisfaction in the relationship between teachers’ solution-focused thinking and happiness. Current Approaches in Psychiatry, 13(1), 337-360. https://doi.org/10.18863/pgy.983099
  • Ayık, A., & Ataş, Ö. (2014). The relationship between pre-service teachers’ attitudes towards the teaching profession and their motivation to teach. Journal of Educational Sciences Research, 4(1), 25-43. https://doi.org/10.12973/jesr.2014.41.2
  • Ayık, A., Ataş Akdemir, Ö., & Seçer, İ. (2015). Adaptation of the motivation to teach scale into Turkish: The validity and reliability study. Current Research in Education, 1(1),33-45.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173. https://doi.org/10.1037/0022-3514.51.6.1173
  • Bergold, S., &Steinmayr, R. (2023). Teacherjudgmentspredictdevelopments in adolescents’ schoolperformance, motivation, and life satisfaction. Journal of educationalpsychology, 115(4), 642-664.https://doi.org/10.1037/edu0000786
  • Berridge, K. C., & Kringelbach, M. L. (2011). Building a neuroscience of pleasure and well-being.Psychology of well-being: Theory, Research and Practice, 1(1), 1-26.https://doi.org/10.1186/2211-1522-1-3
  • Bozoğlan, B. (2014). Social support and life satisfaction as the predictor of conflict.Kastamonu Education Journal, 2(1), 161-175. https://dergipark.org.tr/en/pub/kefdergi/issue/22603/241533
  • Bradburn, N. M. (1969). The structure of psychological well-being (1st ed.). Adline.
  • Bruni, L., & Porta, P. L. (2007). Handbook on the economics of happiness. Edward Elgar Publishing.
  • Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’help-seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241–252. http://dx.doi.org/10.1037/0022-0663.99.2.241
  • Büyüköztürk, Ş. (2019). Data analysis handbook for the social sciences: Statistics, research design, SPSS applications and interpretation (26th ed.). PegemAkademi.
  • Chang, E. C. (1998). Hope, problem-solvingability, and coping in a college studentpopulation: some implications for theory and practice. Journal of Clinical Psychology, 54 (7), 953-962. https://doi.org/10.1002/10974679199811
  • Çankaya. A. (2017). The relation between pleasure and good in Aristotle’s Ethics. Kutadgubilig: Philosophy Science Studies, 34, 505-517.
  • Çapri, B., &Çelikkaleli, Ö. (2008). Investigation of preservice teachers? Attitudes towardsteaching and professional self-efficacy beliefs according to their gender, programs andfaculties. İnonu University Journal of the Faculty of Education, 9(15), 33-53.https://dergipark.org.tr/en/pub/inuefd/issue/8708/108727
  • Çelenlioğlu, Ş. (2020). Intermediary role of flow in the relationship between academic motivation and academic performance and their effect on satisfaction with life and psychological well-being. (Publication No. 652896) [Master’s thesis, Istanbul MedipolUniversity]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Çokluk, Ö. Şekercioğlu, G., &Büyüköztürk, S. (2021). Multivariate statistics for social sciences: SPSS and LISREL applications (9th ed.). Pegem Academy. http://dx.doi.org/10.14527/9786053186984
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  • Deci, E. L., & Ryan, R. M. (2004). Handbook of self-determination research (2nd ed.). University of Rochester. Demir-Güdül, M., Can, G., & Ceyhan, A. A. (2019). University students’ academic motivation profiles: Relationships with academic procrastination and life satisfaction.7. International Self-Determination Theory Conference. (21.05.2019). http://acikerisim.iku.edu.tr/handle/11413/5197.
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  • Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53-69. https://doi.org/10.1080/10409289.2017.1341806
  • Kaba, İ., Erol, M., & Güç, K. (2018). Development of adult life satisfaction scale. Journal of Anadolu University Social Sciences, 18(1), 1-14. https://doi.org/10.18037/ausbd.550232
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  • Karaman, M. A., & Watson, J. C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students. Personality and Individual Differences, 111(1), 106-10. https://doi.org/10.1016/j.paid.2017.02.006
  • Kaya, Z., & Çenesiz, G. Z. (2020). The predictor roles of life-satisfaction, and intrinsic-extrinsic motivation on the psychological well-being of pre-service teachers. International Online Journal of Education and Teaching, 7(4), 1370-1387. http://iojet.org/index.php/IOJET/article/view/948
  • Kaya, Z., & Yağan, F. (2022). The mediating role of psychological resilience in the relationship between coping humor and psychological well-being. Journal of Theoretical Educational Science, 15(1), 146-168. https://doi.org/10.30831/akukeg.949736
  • Kauffman, D. F., Soylu, M. Y., & Duke, B. (2011).Validation of the motivation to teachscale. Hacettepe University Journal of Education Faculty, 40(40), 279-290. https://dergipark.org.tr/en/pub/hunefd/issue/7796/102075
  • Klapp, T., Klapp, A., & Gustafsson, J. E. (2023). Relations between students’ well-being andacademic achievement: evidence from Swedish compulsory school. 1-22. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00690-9
  • Koç, K. (2018). Investigation of the relationship between life satisfaction levels and academic motivation levels of the students of the faculty of sport sciences. The Journal of Turkish Sport Science, 1(2), 58-65.https://dergipark.org.tr/en/pub/tsbd/issue/36534/470165
  • Kermen, U., İlçin Tosun, N., & Doğan, U. (2016). Social phobia as predictor of life satisfaction and psychological well-being. Journal of Education Theory and Practical Research, 2(1), 20-29. https://dergipark.org.tr/en/pub/ekuad/issue/25921/273151
  • Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6),1007–1022. https://doi.org/10.1037/0022-3514.82.6.1007
  • Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Publications. Köker S. (1991). Comparison of life satisfaction levels of normal and problematic adolescents. (Publication no: 16802) [Master’s thesis, Ankara University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=hCZd2ZCwUfr1UUf132SIyw&no=hCZd2ZCwUfr1UUf132SIyw
  • Lu, L. (2000). Gender and conjugal differences in happiness. The Journal of Social Psychology, 140(1), 132-141. https://doi.org/10.1080/00224540009600451
  • Martyr, A., Nelis, S., Quinn, C., Wu, Y., Lamont, R., Henderson, C., . . . Clare, L. (2018). Living well with dementia: A systematic review and correlational meta-analysis offactors associated with quality of life, well-beingand life satisfaction inpeople with dementia. Psychological Medicine, 48(13), 2130-2139. https://doi.org/10.1017/S0033291718000405
  • Meydan, C. H., & Şeşen, H. (2015). Structural equation modeling AMOS applications (2nd ed.). Detail Publishing.
  • Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10-19. https://doi.org/10.1111/j.1467-9280.1995.tb00298.x
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  • Neves de Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134. https://doi.org/10.1111/j.1464-0597.2005.00199.x
  • Othman, N. (2022). Psychological well-being, work-family conflicts and life satisfaction among Malaysian women. Malaysian Journal of Society and Space, 18(1), 46-58. https://doi.org/10.17576/geo-2022-1801-04
  • Ozer, S., & Schwartz, S. J. (2020). Academic motivation, life exploration, and psychological well-being among emerging adults in Denmark. Nordic Psychology, 72(3), 199-221. https://doi.org/10.1080/19012276.2019.1675088
  • Ölçü Dinçer, Z. (2020). Preservice English teachers’ motivation for teaching different gradelevels. Journal of Mehmet Akif Ersoy University Faculty of Education, 1(54), 133-155. https://doi.org/10.21764/maeuefd.616995
  • Özcan, Z. & Karaca, F. (2018). A study on relationship between academic motivation and psychological well-being in students of theology faculty. Journal of Theological Studies, 2(50), 321-34. https://doi.org/10.29288/ilted.447368
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  • Richardson, P. W., Karabenick, S. A., & Watt, H. M. (2014). Teacher motivation (1st ed.). Routledge.
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  • Tulunay Ateş, Ö. (2021). Relationship between motivation and life satisfaction: The mediating role of problem solving skills. Gazi University Journal of Gazi Education Faculty, 41(3), 1465-1487. https://dergipark.org.tr/en/pub/gefad/issue/67470/837812
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Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Rehberlik ve Psikolojik Danışmanlık (Diğer)
Bölüm Makaleler
Yazarlar

Zöhre Kaya 0000-0001-9211-3632

Ferdi Yağan 0000-0002-6826-1288

Gaye Zeynep Çenesiz 0000-0003-2835-9851

Arzu Taşdelen Karçkay 0000-0002-7131-9858

Erken Görünüm Tarihi 30 Nisan 2024
Yayımlanma Tarihi 30 Nisan 2024
Gönderilme Tarihi 15 Ağustos 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: 1

Kaynak Göster

APA Kaya, Z., Yağan, F., Çenesiz, G. Z., Taşdelen Karçkay, A. (2024). The Mediating Role of Psychological Well-Being in the Relationship Between Motivation to Teach and Life Satisfaction. E-Kafkas Journal of Educational Research, 11(1), 193-210.
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