Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being

This study examines the use of Online Communities of teachers (OCs) and their impact on educators' well-being, while exploring the broader implications for platform design. These OCs provide educators with opportunities to connect, share resources, engage in discussions, and enhance their profe...

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Detalles Bibliográficos
Autores: El Aadmi-Laamech, Khadija, Santos, Patricia, Hernández-Leo, Davinia
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/71828
Acceso en línea:http://hdl.handle.net/10230/71828
http://dx.doi.org/10.1016/j.chbr.2025.100706
Access Level:acceso abierto
Palabra clave:Teacher well-being
Self-determination theory
Online communities of teachers
Basic psychological needs
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spelling Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-beingEl Aadmi-Laamech, KhadijaSantos, PatriciaHernández-Leo, DaviniaTeacher well-beingSelf-determination theoryOnline communities of teachersBasic psychological needsThis study examines the use of Online Communities of teachers (OCs) and their impact on educators' well-being, while exploring the broader implications for platform design. These OCs provide educators with opportunities to connect, share resources, engage in discussions, and enhance their professional practice. Based in the Self-Determination Theory (SDT), this research uses the METUX framework to explore how teachers' perceptions of technology use affect the fulfillment of their basic psychological needs within OCs, ultimately impacting their well-being. Therefore, we build the main motivation of this paper: Propose well-being informed design implications based on the OCs of the ILDE+ environment: a total of 88 teachers, users of three streamlined versions (OCs) of the ILDE+ Environment platform, were recruited. Our analysis (including reliability, discriminant validity, correlation, and network analysis) reveals specific teachers’ needs of technology use that relate to the SDT factors and influence teachers' well-being and behavioral trends in OCs, with some limitations regarding the specific dimension of Autonomy of TENS-Interface. Generally, Interface interactions typically impact the link between competence and autonomy, which in turn reverberates to relatedness. While task performance impacts competence and relatedness as an interconnected cluster and autonomy on a more individual basis. Additionally, perceived platform usefulness boosts teachers' self-efficacy and confidence, supporting higher engagement and knowledge sharing. These findings offer guidance for targeted design improvements to better support teacher well-being in OCs, by exploring the factors explaining technology use behavior. We also outline limitations and directions for future streamlined implementation-specific research.This work was supported in part by PID2023-146692OB-C33 funded by MCIN/AEI/https://doi.org/10.13039/501100011033, the Ramón y Cajal programme (P. Santos) and ICREA under the ICREA Academia programme (D. Hernández-Leo, Serra Hunter).Elsevier202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/71828http://dx.doi.org/10.1016/j.chbr.2025.100706http://hdl.handle.net/10230/71828reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésComputers in Human Behavior Reports. 2025 Aug;19:100706info:eu-repo/grantAgreement/ES/3PE/PID2023-146692OB-C33© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).http://creativecommons.org/licenses/bync-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/718282026-05-29T05:05:01Z
dc.title.none.fl_str_mv Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
title Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
spellingShingle Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
El Aadmi-Laamech, Khadija
Teacher well-being
Self-determination theory
Online communities of teachers
Basic psychological needs
title_short Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
title_full Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
title_fullStr Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
title_full_unstemmed Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
title_sort Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
dc.creator.none.fl_str_mv El Aadmi-Laamech, Khadija
Santos, Patricia
Hernández-Leo, Davinia
author El Aadmi-Laamech, Khadija
author_facet El Aadmi-Laamech, Khadija
Santos, Patricia
Hernández-Leo, Davinia
author_role author
author2 Santos, Patricia
Hernández-Leo, Davinia
author2_role author
author
dc.subject.none.fl_str_mv Teacher well-being
Self-determination theory
Online communities of teachers
Basic psychological needs
topic Teacher well-being
Self-determination theory
Online communities of teachers
Basic psychological needs
description This study examines the use of Online Communities of teachers (OCs) and their impact on educators' well-being, while exploring the broader implications for platform design. These OCs provide educators with opportunities to connect, share resources, engage in discussions, and enhance their professional practice. Based in the Self-Determination Theory (SDT), this research uses the METUX framework to explore how teachers' perceptions of technology use affect the fulfillment of their basic psychological needs within OCs, ultimately impacting their well-being. Therefore, we build the main motivation of this paper: Propose well-being informed design implications based on the OCs of the ILDE+ environment: a total of 88 teachers, users of three streamlined versions (OCs) of the ILDE+ Environment platform, were recruited. Our analysis (including reliability, discriminant validity, correlation, and network analysis) reveals specific teachers’ needs of technology use that relate to the SDT factors and influence teachers' well-being and behavioral trends in OCs, with some limitations regarding the specific dimension of Autonomy of TENS-Interface. Generally, Interface interactions typically impact the link between competence and autonomy, which in turn reverberates to relatedness. While task performance impacts competence and relatedness as an interconnected cluster and autonomy on a more individual basis. Additionally, perceived platform usefulness boosts teachers' self-efficacy and confidence, supporting higher engagement and knowledge sharing. These findings offer guidance for targeted design improvements to better support teacher well-being in OCs, by exploring the factors explaining technology use behavior. We also outline limitations and directions for future streamlined implementation-specific research.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/71828
http://dx.doi.org/10.1016/j.chbr.2025.100706
http://hdl.handle.net/10230/71828
url http://hdl.handle.net/10230/71828
http://dx.doi.org/10.1016/j.chbr.2025.100706
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Computers in Human Behavior Reports. 2025 Aug;19:100706
info:eu-repo/grantAgreement/ES/3PE/PID2023-146692OB-C33
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/bync-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/bync-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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