Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being
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- dc.contributor.author El Aadmi-Laamech, Khadija
- dc.contributor.author Santos, Patricia
- dc.contributor.author Hernández-Leo, Davinia
- dc.date.accessioned 2025-11-10T06:45:44Z
- dc.date.available 2025-11-10T06:45:44Z
- dc.date.issued 2025
- dc.description.abstract 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.en
- dc.description.sponsorship 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).en
- dc.format.mimetype application/pdf
- dc.identifier.citation El Aadmi-Laamech K, Santos P, Hernández-Leo D. Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-being. Computers in Human Behavior Reports. 2025 Aug;19:100706. DOI: 10.1016/j.chbr.2025.100706
- dc.identifier.doi http://dx.doi.org/10.1016/j.chbr.2025.100706
- dc.identifier.issn 2451-9588
- dc.identifier.uri http://hdl.handle.net/10230/71828
- dc.language.iso eng
- dc.publisher Elsevier
- dc.relation.ispartof Computers in Human Behavior Reports. 2025 Aug;19:100706
- dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/PID2023-146692OB-C33
- dc.rights © 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/).
- dc.rights.accessRights info:eu-repo/semantics/openAccess
- dc.rights.uri http://creativecommons.org/licenses/bync-nd/4.0/
- dc.subject.keyword Teacher well-beingen
- dc.subject.keyword Self-determination theoryen
- dc.subject.keyword Online communities of teachersen
- dc.subject.keyword Basic psychological needsen
- dc.title Impact of basic psychological needs fulfillment on teachers’ well-being in online communities: designing for well-beingen
- dc.type info:eu-repo/semantics/article
- dc.type.version info:eu-repo/semantics/publishedVersion