The role of passion for teaching in intrapersonal and interpersonal outcomes.
Abstract
The purpose of this study was to determine the role of passion in teachers' burnout symptoms, work satisfaction, and perceptions of positive student classroom behaviors. The dualistic model of passion (Vallerand et al., 2003) proposes 2 types of passion: harmonious and obsessive. In previous studies, harmonious passion has been shown to lead to adaptive outcomes (e.g., well-being and satisfaction), whereas obsessive passion has been shown to lead to less adaptive outcomes (e.g., shame and negative affect). In this study, 494 teachers completed measures of passion for teaching and various outcomes associated with the teaching profession twice over a 3-month period. Results of a cross-lag model based on structural equation modeling revealed that increases in harmonious passion for teaching predicted increases in work satisfaction and decreases in burnout symptoms over time, while changes in obsessive passion were unrelated to such outcomes. In addition, increases in both harmonious and obsessive passion predicted increases in teacher-perceived adaptive student behaviors over time. Overall, the results of the present study suggest that passion for teaching is an important concept to consider in education.
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In a cross-lagged panel design with 500 teachers, passion predicted changes in outcomes whereas outcomes did not predict changes in passion.
“Results of a cross-lagged path model with structural equation modeling revealed that passion predicted changes in outcomes whereas outcomes did not predict changes in passion.”
From The role of passion in sustainable psychological well-being (2012) · cites this paper as Carbonneau et al. 2008
Results from the Carbonneau et al. (2008) study suggest that passion may cause outcomes.
“However, results from the Carbonneau et al. (2008) study suggest that this may be the case.”
From The role of passion in sustainable psychological well-being (2012) · cites this paper as Carbonneau et al. 2008
Cites
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“Harmonious passion emanates from an autonomous internalization (Deci & Ryan, 2000; Vallerand, 1997) of the activity into one’s identity.”
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Self-citationObsessive Passion: A Compensatory Response to Unsatisfied Needs
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- Authors
- Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F.
- Affiliations
- Université du Québec à Montréal (CA)
- Université du Québec à Trois-Rivières (CA)
- Université Laval (CA)
- Venue
- Journal of Educational Psychology
- Published
- 2008-11
- Volume
- 100
- Issue
- 4
- Pages
- 977-987
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2092887167
- Cited by
- 419
- References
- 7
- Citations by year
- 2026: 15 · 2025: 24 · 2024: 21 · 2023: 31 · 2022: 28 · 2021: 22 · 2020: 66 · 2019: 39 · 2018: 23 · 2017: 17 · 2016: 22 · 2015: 22 · 2014: 25 · 2013: 19 · 2012: 16
- FWCI
- 41.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Corpus Université Laval (Université Laval) (submittedVersion)
- Funders
- Social Science and Humanities Research Council
- Fonds de Recherche Sur la Société et la Culture
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Keywords
- passion for teaching, harmonious passion, obsessive passion, teacher burnout, job satisfaction, dualistic model of passion, teacher well-being, teacher perceptions
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