Purpose

This study was designed to test the relationship between principal support of student psychological needs and faculty trust in students. Without direct empirical evidence to draw from, the line of reasoning integrated evidence on social-cognitive processes involved in trust formation and conversation theory to advance two hypotheses: (1) After accounting for school and leadership conditions, principal support of student psychological needs will be related to school differences in faculty trust in students; (2) The relationship between principal support of student psychological needs and faculty trust in students is mediated by a positive view of the teaching task.

Design/methodology/approach

Hypotheses were tested with a nonexperimental, correlational research design using ex post facto data. Due to the hierarchical structure of the data, hypotheses were tested with a 2-2-1 multilevel mediation model in HLM 7.03 with restricted maximum likelihood estimation.

Findings

Findings were consistent with the hypothesized relationships – principal support of student psychological needs was related to faculty trust in students and this relationship was mediated by teacher perceptions of the teaching task.

Originality/value

School research has primarily examined interpersonal antecedents of trust, focusing on behaviors and characteristics that position a person or group as trustworthy. This study extends trust research to the cognitive side of the formation process, calling attention to the function of mental representation in shaping trust discernments. Results suggest that cognitive processes hold promise as both a source of faculty trust in students and as a malleable mental structure that school leaders can shape through conversation.

中文翻译：

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通过对学生心理需求的主要支持，建立教师信任学生的氛围

目的

本研究旨在测试学生心理需求的主要支持与教师对学生的信任之间的关系。在没有直接经验证据的情况下，推理路线整合了信任形成和对话理论中涉及的社会认知过程的证据，以提出两个假设：（1）在考虑学校和领导条件后，学生心理需求的主要支持将是与学校教师对学生信任度的差异有关；(2) 学生心理需求的主要支持与教师对学生的信任之间的关系是通过积极的教学任务观来调节的。

设计/方法/方法

假设使用事后数据通过非实验性相关研究设计进行测试。由于数据的层次结构，假设在 HLM 7.03 中使用 2-2-1 多级中介模型进行了测试，并具有受限的最大似然估计。

发现

结果与假设的关系一致——学生心理需求的主要支持与教师对学生的信任有关，这种关系是由教师对教学任务的看法所调节的。

原创性/价值

学校研究主要研究信任的人际交往前因，重点关注将个人或群体定位为值得信赖的行为和特征。本研究将信任研究扩展到形成过程的认知方面，呼吁关注心理表征在塑造信任洞察力中的作用。结果表明，认知过程既是教师信任学生的来源，也是学校领导者可以通过对话塑造的可塑心理结构。