Student teachers’ motivation to teach: The roles of basic psychological needs, teaching self-efficacy, and teaching emotions from a variable- and person-centered approach

Abstract

This cross-sectional study explored the effect of student teachers' basic psychological needs satisfaction (BPNS) on their motivation to teach, and the mediating roles of teaching self-efficacy and emotions, based on a sample of 694 student teachers in China. Results revealed that different dimensions of BPNS influenced student teachers' motivations to teach differentially. While teaching enjoyment played a mediating role, teaching self-efficacy served as a more foundational antecedent for motivation to teach. It was also found that approximately half of the student teachers' basic psychological needs were not substantially satisfied. These findings offer insights into enhancing student teachers’ motivation to teach.