000			03152nab a2200469 i 4500
001			ELB125625
003			FINmELB
005			20250326044042.0
006			m o d |
007			cr cnu||||||||
008			240708c20209999sp fr p o 0 0eng d
022			_a1135-755X
035			_a(OCoLC)1449570984
040			_aFINmELB _bspa _erda _cFINmELB
050		4	_aLB1051 _b.I354 2020
080			_a37.015.3(045)
082	0	4	_a370.15 _223
100	1		_aIglesias García, María Teresa, _eautor.
245	1	0	_aTeacher as Social Context (TASC) Questionnaire in the Spanish Setting : _bTeacher Version / _cMaría Teresa Iglesias García, Ridwan Maulana, Carmen María Fernández García, Omar García Pérez.
264		1	_aMadrid : _bColegio Oficial de Psicólogos de Madrid, _c2020.
310			_aSemestral
336			_atexto _btxt _2rdacontent/spa
337			_acomputadora _bc _2rdamedia/spa
338			_arecurso en línea _bcr _2rdacarrier/spa
362	0		_aVol. 1, n. 1 (1995)-
520			_aThis study pioneered the construction or adaptation of a Spanish version of the Teacher as Social Context (TASC) Questionnaire. The current study included a sample of 410 secondary education teachers in Spain. A confirmatory factor analysis was performed using the maximum likelihood estimation; the factorial invariance of the TASC-Spanish teacher measure across genders was analyzed using a multi-group confirmatory factor analysis. Finally, correlational analyses between the three TASC scales (involvement, structure, and autonomy support) and behavioral and emotional engagement were run. The results of this research confirmed the structure of the original instrument maintaining the three basic domains. The measurement model also proved to be invariant across gender. Besides, this study supports the assumption that teachers' perceptions of their own activity to fulfil students' basic psychological needs show a relationship with students' emotional and behavioural engagement, being teachers' involvement the most determinant domain.
546			_aEn inglés; resúmenes en español e inglés.
588			_aDescripción basada en metadatos suministrados por el editor y otras fuentes.
588			_aDescripción basada en Psicología educativa: revista de los psicólogos de la educación, vol. 26, n. 1 (enero 2020), P. 17-26.
590			_aRecurso electrónico. Santa Fe, Arg.: elibro, 2024. Disponible vía World Wide Web. El acceso puede estar limitado para las bibliotecas afiliadas a elibro.
650		4	_aCompromiso conductual.
650		4	_aCompromiso emocional.
650		4	_aEducación secundaria.
650		4	_aTeoría de la autodeterminación.
655		4	_aArtículos electrónicos.
700	1		_aMaulana, Ridwan, _eautor.
700	1		_aFernández García, Carmen María, _eautor.
700	1		_aGarcía Pérez, Omar, _eautor.
773	1		_tPsicología educativa: revista de los psicólogos de la educación. _xISSN 1135-755X _dMadrid: Colegio Oficial de Psicólogos de Madrid. _gvol. 26, n. 1 (enero 2020), p. 17-26
797	2		_aelibro, Corp.
856	4	0	_uhttps://elibro.net/ereader/usam/125625
999			_c157532 _d157532