Moscow, Moscow, Russian Federation
Russian Federation
UDC 159.9.07
CSCSTI 15.41
Russian Classification of Professions by Education 37.03.01
Russian Library and Bibliographic Classification 88
BISAC PSY031000 Social Psychology
Introduction. The article is devoted to the topic of teachers’ motivation and the role of its specifics in assessing the experience of encountering student aggression. Methods. The sample consisted of 5,307 teachers (94% female; mean age 44.6 years, SD = 11.7). Motivation was assessed using K. Zamfir’s Motivation of Professional Activity Test (modified by A.A. Rean). A comprehensive questionnaire was developed by A.A. Rean’s research team to assess teachers’ perceptions of education and student problem behavior. This article presents an analysis of the responses to the question “During your professional career, how often have you encountered the following aggressive behavior from students towards you” (14 items). Data analysis included the following methods: principal component analysis, correlation analysis (Pearson’s method), and comparison of means (t-test) followed by effect size calculation (Cohen’s d). Results. The study revealed significant negative correlations between teachers’ intrinsic motivation and their assessment of encounters with students aggression. The study also described differences in the assessment of student aggression in the context of the different types of teachers’ professional motivation.
motivation, aggression, deviation, asociality teachers, social perception
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