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Psychometric Properties and Measurement Invariance for a Chinese Version of a Psychological Need Thwarting Scale for Teachers

Author

Listed:
  • Liang Chen

    (School of Education, Shaanxi Normal University, Xi’an City 710062, China)

  • Jeffrey Hugh Gamble

    (Department of Foreign Languages, National Chiayi University, Chiayi 62103, Taiwan)

  • I-Hua Chen

    (College of Education Science, Minnan Normal University, Zhangzhou 363000, China)

  • Zeng-Han Lee

    (College of Teacher Education, Wenzhou University, Wenzhou City 325035, China)

  • Qian-Lan Fu

    (Qionglai Nanjie Primary School, Qionglai City 611500, China)

Abstract

While teachers’ psychological needs have been evaluated in terms of need satisfaction, need thwarting of teachers is under-researched. This study developed a Chinese version of a Psychological Need Thwarting (PNT) scale for teachers and evaluated both its psychometric properties and measurement invariance across groups. Psychometric criteria for the scale were evaluated, with satisfactory levels of internal reliability, test–retest reliability, convergent and divergent validities, and model goodness-of-fit. One item translated from the original PNT scale was removed due to cross-loading. Criterion validity was established, with R 2 = 0.54 for the factor of burnout (emotional exhaustion). Measurement invariance was established using confirmatory factor analysis for the factors of gender, grade of instruction, and position. The teachers evaluated demonstrated higher levels of competence thwarting, as compared to autonomy and relatedness thwarting, but overall higher levels of thwarting as compared to previous research. Males reported higher levels of autonomy and competence thwarting as compared to females and secondary school teachers reported higher levels of relatedness thwarting as compared to primary school teachers. The developed scale can serve as a valuable tool in evaluating the thwarting of teachers’ psychological needs, an issue which can profoundly impact teachers’ and students’ mental health and performance.

Suggested Citation

  • Liang Chen & Jeffrey Hugh Gamble & I-Hua Chen & Zeng-Han Lee & Qian-Lan Fu, 2020. "Psychometric Properties and Measurement Invariance for a Chinese Version of a Psychological Need Thwarting Scale for Teachers," IJERPH, MDPI, vol. 17(9), pages 1-18, May.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:9:p:3247-:d:354712
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    References listed on IDEAS

    as
    1. Xiuping Yao & Meilin Yao & Xiaoli Zong & Yulan Li & Xiying Li & Fangfang Guo & Guanyu Cui, 2015. "How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor," IJERPH, MDPI, vol. 12(10), pages 1-13, October.
    2. Sabrina Berlanda & Marta Fraizzoli & Federica de Cordova & Monica Pedrazza, 2019. "Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?," IJERPH, MDPI, vol. 16(22), pages 1-13, November.
    3. Oberle, Eva & Schonert-Reichl, Kimberly A., 2016. "Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students," Social Science & Medicine, Elsevier, vol. 159(C), pages 30-37.
    4. Chuka Ifeagwazi & JohnBosco Chukwuorji & Endurance Zacchaeus, 2015. "Alienation and Psychological Wellbeing: Moderation by Resilience," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 120(2), pages 525-544, January.
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