Article Dans Une Revue Journal of Applied Sport Psychology Année : 2023

Emotional intelligence training program for adolescents involved in intensive training centers

Résumé

The aim of this study was to estimate the influence of perceived support from principals and teacher professional identity (TPI) on teacher’s motivation, vigour and burnout using a longitudinal design during a school year. A sample of 544 secondary teachers reported their perceived support from principals and TPI at the beginning of the year (T1) and their self-determined motivation, vigour, and burnout both at the beginning (T1) and at the end of the year (T2). Structural equation modelling (SEM) revealed that the support from principals was associated with T1 TPI. T1 TPI only partially predicted T2 self-determined motivation (controlling T1 scores), and T2 self-determined motivation was associated with T2 burnout and vigour (controlling T1 scores). The SEM revealed a positive process involving perceived support from principals, pedagogical expertise, autonomous motivation, and well-being indicators. In summary, the present study extends the knowledge about the teacher well-being process and the role of contextual and individual antecedents. In an applied perspective, to prevent burnout, teachers need efficient initial and continuing pedagogical education to be armed in front of the students and need the support of their principals during the school year.

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Dates et versions

hal-05010704 , version 1 (28-03-2025)

Identifiants

Citer

Valérian Cece, Guillaume Martinent, Emma Guillet-Descas, Vanessa Lentillon-Kaestner. Emotional intelligence training program for adolescents involved in intensive training centers. Journal of Applied Sport Psychology, 2023, 35 (6), pp.1026-1049. ⟨10.1080/10413200.2023.2176565⟩. ⟨hal-05010704⟩
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