Cargando…

Motivational profiles of kindergarten teachers in minority areas of China and their association with outcomes

Academic discourses regarding teacher motivation have been on-going for decades for those who teach in ethnic minority areas. Yet research findings failed to provide a consistent conclusion regarding if kindergarten teachers’ motivation pattern would vary based on a case-to-case scenario. Therefore,...

Descripción completa

Detalles Bibliográficos
Autores principales:	Shi, Dasheng, Zhang, Mengmeng, Chen, Ye, Jin, Ruining, Yang, Xiantong
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9642096/ https://www.ncbi.nlm.nih.gov/pubmed/36389603 http://dx.doi.org/10.3389/fpsyg.2022.1023073

Ejemplares similares

Associations between kindergarten climate and retention intention of kindergarten teachers: The chain mediating roles of perceived organizational support and psychological empowerment
por: Shi, Dasheng, et al.
Publicado: (2022)

Peculiarities of occupational mental health care in kindergarten teachers
por: Otarbayeva, Zhansaya, et al.
Publicado: (2023)

Structural model and characteristics of kindergarten teachers’ occupational beliefs in China: A grounded theory approach
por: Zhang, Lei, et al.
Publicado: (2022)

The relationship between psychological capital and work engagement of kindergarten teachers: A latent profile analysis
por: Gao, You, et al.
Publicado: (2023)

Developing and Validating the Teacher Rating Scale of Learning Interest for Kindergarteners
por: Wu, Chung Chin
Publicado: (2022)

How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis
por: Liu, Li, et al.
Publicado: (2021)

Social Support and Job Satisfaction in Kindergarten Teachers: The Mediating Role of Coping Styles
por: Yang, Ying, et al.
Publicado: (2022)

Association Between Social Support and Job Satisfaction Among Mainland Chinese Ethnic Minority Kindergarten Teachers: The Mediation of Self-Efficacy and Work Engagement
por: Wu, Shiyong, et al.
Publicado: (2020)

Early childhood teachers’ professional learning about ICT implementation in kindergarten curriculum: A qualitative exploratory study in China
por: Yang, Tian, et al.
Publicado: (2022)

Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories
por: Agostini, Francesca, et al.
Publicado: (2018)

Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study
por: El-Khodary, Basel, et al.
Publicado: (2021)

Relationship between quality of professional capacity building for kindergarten teachers and children’s language development: the mediating role of kindergarten language education activities quality
por: Wu, Qiong, et al.
Publicado: (2023)

Private Kindergarten Teachers' Intention to Remain: A Comparison Between the Effects of Organizational and Individual Psychological Factors
por: Shi, Song, et al.
Publicado: (2022)

Preschoolers’ Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten
por: Kvintova, Jana, et al.
Publicado: (2022)

Purity or perversion? from taboo to fact: kindergarten teachers’ reflections on age-normal sexuality
por: Lehn, Elisabeth Walsøe, et al.
Publicado: (2023)

If You Believe, It May Come True: The Relationship and Mechanism Between Self-Occupation Stereotypes of Private Kindergarten Teachers and Their Turnover Intention in China-Mainland
por: Yang, Feng, et al.
Publicado: (2021)

A Cross-National Comparison on Subjective Well-Being of Kindergarten Teachers: Hong Kong and Italy
por: Benevene, Paula, et al.
Publicado: (2018)

The relationship between pre-service kindergarten teachers’ professional identification and career adaptability: A chain mediation model
por: Qiao, Tianqi, et al.
Publicado: (2022)

Relationship Between Psychological Empowerment and the Retention Intention of Kindergarten Teachers: A Chain Intermediary Effect Analysis
por: Ma, Lina, et al.
Publicado: (2021)

Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
por: Liu, Min, et al.
Publicado: (2022)

Measuring kindergarteners’ motivational beliefs about writing: a mixed-methods exploration of alternate assessment formats
por: Takada, Megumi E., et al.
Publicado: (2023)

Profiles of Social-Emotional Readiness for 4-Year-Old Kindergarten
por: Miller, Michele M., et al.
Publicado: (2017)

Organic Learning Gardens in Higher Education: Do They Improve Kindergarten Pre-service Teachers’ Connectedness to and Conception of Nature?
por: Pérez-López, Raquel, et al.
Publicado: (2020)

Relationship between job satisfaction and work engagement in Chinese kindergarten teachers: Vocational delay of gratification as a mediator
por: Zang, Lingling, et al.
Publicado: (2023)

Spatial Language of Young Children During Block Play in Kindergartens in Urban China
por: Yang, Xiaoli, et al.
Publicado: (2021)

The gap and two-level differentiation in kindergarten education funding groups in China
por: Chen, Jiantao, et al.
Publicado: (2022)

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners
por: Escolano-Pérez, Elena, et al.
Publicado: (2022)

Relationship Between Total Rewards Perceptions and Work Engagement Among Chinese Kindergarten Teachers: Organizational Identification as a Mediator
por: Ji, Dongying, et al.
Publicado: (2021)

The relationship between trait mindfulness and subjective wellbeing of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy
por: Pan, Baocheng, et al.
Publicado: (2022)

The Role of Motivation and Commitment in Teachers’ Professional Identity
por: Ma, Dongmin
Publicado: (2022)

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners
por: Jiang, Yushan, et al.
Publicado: (2021)

An empirical study on ‘how to retain rural teachers with emphasis on hygiene or motivation factors’: A case of Western China
por: Jiang, Jin-Qiu, et al.
Publicado: (2023)

Students’ Psychological Adjustment in Normative School Transitions From Kindergarten to High School: Investigating the Role of Teacher-Student Relationship Quality
por: Longobardi, Claudio, et al.
Publicado: (2019)

The mediating effect of subjective well-being in the relationship between social support and professional commitment among mainland Chinese kindergarten teachers
por: Chen, Shujuan, et al.
Publicado: (2022)

The relationship between negative workplace gossip and thriving at work among Chinese kindergarten teachers: the roles of psychological contract breach and bianzhi
por: He, Can, et al.
Publicado: (2023)

Gender Socialization in Chinese Kindergartens: Teachers’ Contributions
por: Chen, Eve Siu Ling, et al.
Publicado: (2010)

Burnout among kindergarten teachers and associated factors
por: Ishibashi, Syunsaku, et al.
Publicado: (2022)

Fostering Teachers’ Multicultural Competence for Chinese Ethnic Minority Education: An Analysis of Teacher Education Programmes, Syllabuses and Teacher Educator Perceptions
por: Wang, Wei
Publicado: (2022)

Kindergarten Teachers’ Quality of Work Life in China: A National Empirical Study
por: Di, Huijuan, et al.
Publicado: (2023)

Parenting Styles, Family Characteristics, and Teacher-Reported Behavioral Outcomes in Kindergarten
por: McWhirter, Anna Cecilia, et al.
Publicado: (2023)

Cannot write session to /tmp/vufind_sessions/sess_metfm0aehcsdq6q14sd5e0ucfh