Balancing Acts: The Impact of Family-Work Conflict on Autonomy Support Among Chinese Kindergarten Teachers

被引：0
作者：
He, Can [1 ,2 ,5 ]
Xiong, Jie [3 ]
Wei, Hua [4 ]
机构：
[1] Hubei Normal Univ, Coll Educ Sci, Huangshi, Peoples R China
[2] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China
[3] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China
[4] Qingdao Univ, Normal Coll, Qingdao, Peoples R China
[5] Hubei Normal Univ, 11 Cihu Rd, Huangshi 435002, Hubei, Peoples R China
来源：
EARLY EDUCATION AND DEVELOPMENT | 2024年 / 35卷 / 08期
关键词：
SELF-DETERMINATION THEORY; MOTIVATION; BEHAVIOR; STUDENTS; VALIDATION; MEDIATION; CLASSROOM; BELIEFS;
D O I：
10.1080/10409289.2024.2360874
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Research Findings: This study explored the relationship between family-work conflict and autonomy support among Chinese kindergarten teachers. Autonomous motivation and ego depletion were considered as the mediator and moderator, respectively. A total of 859 kindergarten teachers were recruited and surveyed online. The results showed that (1) Family-work conflict was negatively associated with autonomy support; (2) Autonomous motivation partially mediated the relationship between family-work conflict and autonomy support; (3) The relationship between family-work conflict and autonomous motivation was found to be moderated by ego depletion. Practice or Policy: These findings highlight the contribution of resolving family-work conflict in improving kindergarten teachers' autonomy support. Effective policies should focus on enhancing autonomous motivation and mitigating the negative effects of ego depletion. These strategies are critical to fostering a supportive teaching environment that can benefit both teachers and young children.
引用
收藏
页码：1877 / 1890
页数：14
相关论文
共 66 条
[1]   THE THEORY OF PLANNED BEHAVIOR [J].
AJZEN, I .
ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES, 1991, 50 (02) :179-211
[2]   Impact of Work-Family Conflict, Job Stress and Job Satisfaction on Seafarer Performance [J].
An, Ji ;
Liu, Yun ;
Sun, Yujie ;
Liu, Chen .
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 2020, 17 (07)
[3]  
Belmont M., 1992, TEACHER SOCIAL CONTE
[4]  
Black AE, 2000, SCI EDUC, V84, P740, DOI 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO
[5]  
2-3
[6]   Work-family conflicts and teacher commitment during the COVID-19 pandemic: a moderated mediation analysis of emotional exhaustion and psychological capital [J].
Buric, Irena ;
Simunovic, Mara ;
Balaz, Barbara .
EDUCATIONAL PSYCHOLOGY, 2023, 43 (05) :472-490
[7]   IDENTITY PROCESSES AND SOCIAL STRESS [J].
BURKE, PJ .
AMERICAN SOCIOLOGICAL REVIEW, 1991, 56 (06) :836-849
[8]   Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher-child closeness and autonomy support [J].
Cadima, Joana ;
Barros, Silvia ;
Ferreira, Tiago ;
Serra-Lemos, Marina ;
Leal, Teresa ;
Verschueren, Karine .
EARLY CHILDHOOD RESEARCH QUARTERLY, 2018, 46 :75-86
[9]  
Deci E. L., 2013, Intrinsic motivation and self-determination in human behavior, DOI [DOI 10.1007/978-1-4899-2271-7, 10.1097/00007691-198512000-00010]
[10]   Self-Determination Theory in Work Organizations: The State of a Science [J].
Deci, Edward L. ;
Olafsen, Anja H. ;
Ryan, Richard M. .
ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR, VOL 4, 2017, 4 :19-43
1234567