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Cited by 156Stress and Burnout ResearchJob Satisfaction and Organizational BehaviorOccupational Health and Burnout

Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers

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Aldrup, Karen, Klusmann, Uta, Lüdtke, Oliver·2017·Learning and Instruction
DOI 10.1016/j.learninstruc.2016.11.005
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Abstract

An imbalance between work-related stressors and resources, which we refer to as stress exposure, is often found to impair teachers' occupational well-being. However, the psychological mechanisms that explain this relationship are mostly unknown. We assumed that satisfaction of the basic psychological needs for competence, relatedness with students, and relatedness with colleagues acts as a mediator. To test this assumption, we conducted a two-week diary study with 152 beginning teachers. A multilevel within-subject mediation analysis showed that teachers felt less work enthusiasm and more emotional exhaustion on days when stress exposure was high. Whereas the needs for competence and relatedness with students explained the association with work enthusiasm, the need for competence mediated the relationship with emotional exhaustion. Additionally, the least experienced teachers felt more emotional exhaustion when the need for relatedness with students was not satisfied. These findings add to our understanding of the daily intra-individual processes affecting beginning teachers' occupational well-being.

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  • Positive teacher-student relationships were found to be supportive for teacher well-being.

    “Generally, positive teacher-student relationships were found to be supportive for TWB”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2017

  • Fulfillment of the need for competence and relatedness with students and colleagues mediated between stress exposure and teacher well-being.

    “not only fulfillment of the need for competence but also relatedness with students and colleagues was found to mediate between stress exposure and TWB (Aldrup et al., 2017)”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2017

  • Fulfillment of basic needs, including relatedness with colleagues and students, autonomy, and competence, mediated the relationship between perceived autonomy support and different operationalizations of teacher well-being.

    “the fulfillment of basic needs (relatedness with colleagues and students, autonomy and competence) was shown to mediate the relationship between perceived autonomy support and different operationalizations of TWB”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2017

  • The four studies that applied daily diaries covered a minimum of five to a maximum of 10 working days.

    “the four studies that applied daily diaries (Aldrup et al., 2017;Lavy & Eshet, 2018;Simbula, 2010;Tadić Vujčić et al., 2017) covered a minimum of five to a maximum of 10 working days.”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2017

  • Subjective professional competence is positively related to teacher well-being, whereas objective teaching experience is of limited exploratory power.

    “subjective professional competence is positively related to TWB (Aldrup et al., 2017;Collie et al., 2015;Wong & Zhang, 2014;Yıldırım, 2014), whereas objective teaching experience is of limited exploratory power.”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2017

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Research works printed but not linked: 2

  1. KMK. (2004). Standards für die Lehrerbildung: Bildungswissenschaften. Beschluss der Kultusministerkonferenz vom 16.12.2004 [Standards for teacher education: Educational sciences. Resolution of the Standing Conference of the Ministers of Education and Cultural Affairs of the States in the Federal Republic of Germany on 12/16/2004].
  2. Muth en, L. K., & Muth en, B. O. (1998-2012). Mplus user's guide: Seventh edition. Los Angeles: Muth en & Muth en.

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Authors
Aldrup, K., Klusmann, U., & Lüdtke, O.
Affiliations
Leibniz Institute for Science and Mathematics Education (DE)
Corresponding author
Aldrup, Karen
ORCID
Venue
Learning and Instruction
Publisher
Elsevier BV
Published
2017-08
Volume
50
Pages
21-30
ISSN
0959-4752 (ISSN-L)
DOI
10.1016/j.learninstruc.2016.11.005
OpenAlex
W2557932591
Cited by
156
References
73
Citations by year
2026: 14 · 2025: 19 · 2024: 22 · 2023: 22 · 2022: 21 · 2021: 24 · 2020: 17 · 2019: 11 · 2018: 6
FWCI
8.93
Type
journal article
Language
en
Open access
Licence
Locations
Learning and Instruction (publishedVersion, cc-by)
Topics
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
Keywords
basic psychological needs, stress exposure, employee well-being, novice teachers, work enthusiasm, emotional exhaustion, need for competence, occupational stressors, mediation

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