Social Desirability as an Adaptive Motivation to Social Evaluation in Student Teachers

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dc.contributor.advisorTeglasi, Hedwigen_US
dc.contributor.authorTravis, Alexandriaen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2021-02-14T06:33:44Z
dc.date.available2021-02-14T06:33:44Z
dc.date.issued2020en_US
dc.description.abstractEarly-career teacher stress, burnout and attrition are growing problems in the United States. The current study focused on the impact of social desirability on positive and negative constructs (i.e. positive-negative affect, coping-perceived stress reactivity) in a group of student-teachers beginning their teaching internships. Additionally, this research also proposed a new definition of social desirability, as an adaptive motivation to social evaluation, based on the patterns of relationships between social desirability and the aforementioned constructs. These definitions were assessed a sample of 61 student-teachers from the University of Maryland’s teacher preparation program who were completing their senior year internship. As many forms of research rely on self-reports, social desirability’s role as a validity confound has been widely documented, however, its relationship to individual well-being has not been investigated as widely. The bias perspective of social desirability was not consistent with the results of this study.en_US
dc.identifierhttps://doi.org/10.13016/rpiv-zrbt
dc.identifier.urihttp://hdl.handle.net/1903/26801
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pquncontrolledSchool Psychologyen_US
dc.subject.pquncontrolledSocial Desirabilityen_US
dc.subject.pquncontrolledStudent-Teachersen_US
dc.titleSocial Desirability as an Adaptive Motivation to Social Evaluation in Student Teachersen_US
dc.typeThesisen_US

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