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Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

Author

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  • Ginés David López-García

    (Department of Education, University of Almeria, 04120 Almeria, Spain)

  • Antonio Granero-Gallegos

    (Department of Education, University of Almeria, 04120 Almeria, Spain
    Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • María Carrasco-Poyatos

    (Department of Education, University of Almeria, 04120 Almeria, Spain
    Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • Rafael Burgueño

    (Department of Education, University of Almeria, 04120 Almeria, Spain)

Abstract

Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda’s multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; M age = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

Suggested Citation

  • Ginés David López-García & Antonio Granero-Gallegos & María Carrasco-Poyatos & Rafael Burgueño, 2023. "Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education," IJERPH, MDPI, vol. 20(1), pages 1-14, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:1:p:878-:d:1023990
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    References listed on IDEAS

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    2. Camelia Truta & Luminita Parv & Ioana Topala, 2018. "Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education," Sustainability, MDPI, vol. 10(12), pages 1-11, December.
    3. Rubén Trigueros & José M. Aguilar-Parra & Remedios López-Liria & Patricia Rocamora, 2019. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education," IJERPH, MDPI, vol. 16(22), pages 1-11, November.
    4. Géraldine Escriva-Boulley & Emma Guillet-Descas & Nathalie Aelterman & Maarten Vansteenkiste & Nele Van Doren & Vanessa Lentillon-Kaestner & Leen Haerens, 2021. "Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach," IJERPH, MDPI, vol. 18(14), pages 1-27, July.
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    1. Ginés D. López-García & María Carrasco-Poyatos & Rafael Burgueño & Antonio Granero-Gallegos, 2023. "Relationships Between Needs Satisfaction and the Quality of Motivation With Academic Engagement in Pre-Service Physical Education Teachers," SAGE Open, , vol. 13(3), pages 21582440231, September.

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