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Intrinsic Need Satisfaction: A Motivational Basis of Performance and Weil‐Being in Two Work Settings1
Abstract
Studies in 2 work organizations tested a self-determination theory based model in which employees' autonomous causality orientation and their perceptions of their managers' autonomy support independently predicted satisfaction of the employees' intrinsic needs for competence, autonomy, and relatedness, which in turn predicted their performance evaluations and psychological adjustment. Path analysis indicated that the self-determination theory model fit the data very well and that alternative models did not provide any advantage.
... Liczne badania empiryczne dowodzą, że środowisko pracy wspierające autonomię pozwala pracownikom rozwinąć poczucie samostanowienia, osiągnąć wyższy poziom samoregulacji motywacji, wydajności pracy, zaufania do przełożonych oraz lojalności wobec przedsiębiorstwa (Baard, Deci, Ryan, 2004;Deci i in., 2001). Konstruktywna informacja zwrotna i prawidłowa komunikacja między przełożonymi a ich podwładnymi wzmacnia wewnętrzną motywację pracowników, zaspokajając ich potrzebę rozwijania kompetencji (Boggiano, Ruble, 1979). ...
... Wykazano empirycznie, że tworzenie środowiska pracy wspierającego autonomię (Baard, Deci, Ryan, 2004) prowadzi do zaspokojenia trzech podstawowych potrzeb pracowników: przekonania o własnych kompetencjach, poczucia przynależności i autonomii. Satysfakcja płynąca z ich zaspokojenia może powodować wyższy poziom samostanowienia pracowników i menedżerów, co implikuje ich rozwój osobisty, osiągnięcia i samorealizację w pracy. ...
... Satysfakcja płynąca z ich zaspokojenia może powodować wyższy poziom samostanowienia pracowników i menedżerów, co implikuje ich rozwój osobisty, osiągnięcia i samorealizację w pracy. Badania pokazują również, że środowisko pracy wspierające autonomię przyczynia się do redukcji stresu, niepokoju i cierpienia, przy jednoczesnej poprawie samopoczucia pracowników (Baard, Deci, Ryan, 2004). Można prognozować, że efekty te doprowadzą również do zmniejszenia wypalenia zawodowego pracowników. ...
The modern world expects socially responsible activities from business. The results of such activities determine the social effectiveness of business. It is expressed by the application by enterprises of principles, policies and practices related to the concept of Corporate Social Responsibility (CSR). CSR at the manager level, which is the subject of the analysis in this monograph, is associated with the recognition that managers have free choice in making decisions. They can use it to fulfill the
company’s social obligations and achieve socially responsible results. These results depend on managers’ application of humanistic principles in human resources management. Considering the importance and topicality of issues related to the social involvement of enterprises, the aim of this study was to identify the opportunities inherent in CSR activities at the level of managerial discretion. It has been proven that managerial discretion combined with a humanistic management style leads to the development of humanistic business responsibility. To highlight the humanistic approach to business, it was compared with the economic approach.
Thus, presenting the fundamental differences in their assumptions as to the essence of man, and pointing to the differences in the values recognized in both paradigms as well as the organizational cultures created within them.
Management based on the economic paradigm sees the essence of man in the concept of homo economicus, which is a guarantor of the rational economy of human activities. In humanistic management, the concept of zoon politikon is applied, referring to the definition of man as a being striving for full and active participation in social life. Values characteristic of humanistic management are interpersonal and moral values, while values characteristic of economic management are intrapersonal and competence-based. Both paradigms create organizational cultures with different orientations. The perception a human being, the preferences of values, and the resulting orientations of organizational cultures influence the results of discretionary actions of managers in the sphere of CSR. These, in turn, affect social effectiveness of those organizations.
The contents of this monograph link the issues of CSR with the humanistic trend in management. This monograph can be helpful in seeking answers to the question of what should be changed in the way of thinking about management to make it more economically and socially effective. The monograph indicates one of the possible ways to achieve this goal – by applying the concept of humanistic corporate responsibility implemented at the individual CSR level in managerial practice.
... Autonomy-supportive supervisors understand and acknowledge "the subordinate's perspective, providing meaningful information in a non-manipulative manner, offering opportunities for choice, and encouraging self-initiation" (Baard et al., 2004(Baard et al., , p. 2048. Employees who are given a choice in defining their own learning goals and needs and who are given more autonomy will develop tendencies towards integrated or intrinsic motivation and engage proactively in formal and informal learning activities in the workplace (Beausaert et al., 2011c). ...
... Informal learning entails a learning process that is initiated by the learners themselves. Informal learning assumes that the learner is highly motivated by the intent to develop themselves (Baard et al., 2004;Noe et al., 2013). Informal learning is more implicit, has no clearly defined starting point and occurs on a more continuous but sporadic, unintended basis, often without predefined learning goals or outcomes. ...
... Evans et al., 2002). Various studies have shown that an autonomy-supportive supervisor promotes SDL (Baard et al., 2004;Patall et al., 2008;Slemp et al., 2018). In their study, Baard et al. (2004) showed that a manager's autonomy support positively relates to the learner's initiative. ...
Purpose
To keep up with their changing environment, organizations are investing in continuous skills development of their employees and therefore implement personal development plans (PDPs). However, to be effective, PDPs require employees to show self-direction in learning (SDL). Autonomy-supportive supervisors can foster employees’ SDL. Therefore, the purpose of this cross-sectional study is two-fold. First, this study explores the relationship between perceived autonomy support and learning at the workplace. Second, this study investigates the mediating role of SDL when using a PDP.
Design/methodology/approach
Based on data from a convenience sample from employees in various industries ( n = 193), structural equation modelling was used to investigate the relationships between the different variables.
Findings
First, a positive relationship was found between perceived autonomy support and informal learning activities, but not with formal learning activities. Second, results indicated that SDL when using a PDP mediates the relation between perceived autonomy support and both formal and informal learning activities at the workplace. These results suggest that a supervisor who is perceived as autonomy supportive can foster employees’ SDL when using a PDP and, in turn, support learning at the workplace.
Practical implications
Also, these findings indicate that autonomy-supportive supervisors can encourage the undertaking of learning activities by stimulating SDL when using a PDP.
Originality/value
For a PDP to be effective, a degree of SDL is assumed. To the best of the authors’ knowledge, this is the first study to investigate SDL within a PDP setting.
... Quem faz uso das aplicações móveis tem motivações que podem ser intrínsecas como a necessidade de autonomia, a necessidade de competência e a necessidade de relacionamento que conduzem a melhores atitudes relativamente aos comportamentos, aumentando os indicadores físicos e a auto monitorização (Deci et al., 1989;Williams et al., 1996;Black & Deci, 2000;Baard et al., 2004), ou motivações extrínsecas como a perceção de autonomia, necessidade de competência e interação social e são todas responsáveis pela lealdade dos utilizadores às aplicações (recompensas, evitar penalidades), que também tem um impacto positivo no envolvimento com as aplicações móveis (Deci, 2017;Locke, 1996;Cafazzo et al., 2012). Estas podem promover mudanças de comportamentos nomeadamente nas populações mais jovens que procuram alterar hábitos alimentares e atividade física (Higgins, 2016). ...
... As motivações intrínsecas como a necessidade de autonomia, a necessidade de competência e a necessidade de relacionamento que conduzem a melhores atitudes relativamente aos comportamentos, aumentando os indicadores físicos e a auto-monitorização (Deci et al., 1989;Williams et al., 1996;Black & Deci, 2000;Baard et al., 2004), enquanto que, outros autores estudaram as motivações extrínsecas como a perceção de autonomia, necessidade de competência e interação social e são todas responsáveis pela lealdade dos utilizadores às aplicações (recompensas, evitar penalidades), que também tem um impacto positivo no envolvimento com as aplicações móveis (Locke, 1996, Cafazzo et al., 2012, Deci, 2017 . As motivações de alguns entrevistados vão de encontro com o que os autores demonstraram no seu estudo: ...
... As motivações intrínsecas como a necessidade de autonomia, a necessidade de competência e a necessidade de relacionamento que conduzem a melhores atitudes relativamente aos comportamentos, aumentam os indicadores físicos e a auto monitorização (Deci et al., 1989;Williams et al., 1996;Black & Deci, 2000;Baard et al., 2004) . A maior parte dos entrevistados refere que a auto-monitorização é suficiente para a prática de atividade física: ...
Há aplicações móveis que fazem a gestão das doenças e facilitam muito a vida das populações ao
juntar todo o manancial de informação que os utilizadores necessitam ter para controlarem os seus
indicadores de saúde e mudarem comportamentos. A influência social, a perceção dos resultados, os
esforços para os atingir e a intenção de comportamento são variáveis que influenciam a adoção de
aplicações móveis que promovem a atividade física. O conhecimento sobre essas variáveis por parte
das populações tem um forte impacto na adoção das aplicações móveis para atingirem mudanças de
comportamento. O esforço expectável e as influências sociais também contribuem positivamente para
que existam mudanças de comportamento. Quanto maior for a intenção de comportamento, maior é a
prática do mesmo. Estes estudos são compatíveis com todas as classes populacionais, apesar das
classes mais jovens apresentarem menor resistência na adoção de tecnologias móveis que lhes
permitem atingir as mudanças de comportamentos pretendidas. O conhecimento é um fator
determinante para a adoção de aplicações móveis para promover atividade física.
As aplicações móveis de Atividade física não levam a um aumento da atividade física, embora
resultados positivos possam advir do uso das aplicações móveis de saúde, desde que seja por um
período curto e quando direcionadas apenas para a Atividade física.
Para aprofundar essa teoria recorreu-se à utilização de 37 entrevistas semiestruturadas a desportistas
utilizadores de aplicações móveis, de forma a perceber melhor a forma como interagem com as
mesmas.
Os resultados das 37 entrevistas sugerem que para aumentar o período de permanência das
aplicações móveis deve-se recorrer a modelos de desbloqueio, como por exemplo novos conteúdos por
atingir, metas ou incentivos. É importante que estas apps futuramente estejam equipadas com
recursos que permitam aumentar estas estratégias de permanência dos utilizadores pois está provado
que interações mais prolongadas com determinado aplicativo móvel aumentam o grau de envolvimento
dos utilizadores.
... Research findings indicate that identified regulation does not stem from internal motivations, and rather, it results in diminished levels of self-determination. (Jang et al., 2010;Baard et al., 2004;Alastair and Meng, 2024). The next step on the ladder of motivational hierarchy of self-determination is the so-called adopted or introjected regulation, which is of a higher level and is essentially about the acceptance of behaviours from the environment that are not yet fully internalized in the personal value system. ...
... The previous findings are consistent with the conclusions of other research (Ramos and Habig, 2019;Utvaer and Gørill (2016); Henry and Liu, 2023) that the construct of motivation is multidimensional. As a phenomenon, it cannot be considered appropriately by simplified divisions into basic motivational orientations, and it is necessary to delve deeper into the multidimensionality, complexity of the motivational construct and several motivational orientations, or types of motivation, which further confirm the concepts of Self-Determination Theory (Deci and Ryan, 1985;Baard et al., 2004). This important conclusion has practical pedagogical implications for teachers, administrators, and creators of educational policy. ...
... Identified regulation and gender are closely related to success in L2 learning, since identified motivation has been understood as a behaviour that someone accepts due to its importance and the expected benefit in the future. Thus, female students have a more pronounced practical side in self-regulation because, as studies conclude, behaviour caused by identified regulation is not induced by internal need, so the outcome of this type of regulation is a lower level of self-determination (Baard et al., 2004;Jang et al., 2010;Alastair and Meng, 2024). Essential motivation is intrinsic motivation that involves research, curiosity, learning objectives, and performing activities for pleasure and satisfaction while learning, researching, or trying to understand something. ...
The objective of this paper is to examine the impact of motivational orientations, or various forms of motivation , on the success of foreign language (L2) learning as a measure of self-regulation for ESP (English for Specific Purposes) students. It has been postulated that the nature of motivation has a substantial impact on second language (L2) learning, as evidenced by success as a measure of self-regulated learning. This association remains consistent even when moderator variables such as gender, age at which L2 learning begins, and years of L2 learning are integrated. This empirical research covered 460 respondents, of whom 245 (53%) were male. The students attended the Faculty of Technical Sciences (FTS) at the University of Novi Sad. The Foreign Language Learning Motivation Questionnaire (LLOS-IEA) was used as an instrument. Scale reliabilities were measured using Cronbach's alpha indicating satisfactory reliability. An achievement test with 50 tasks and a general data questionnaire were applied. PROCESS macro for SPSS was used for statistical analyses. The initial results indicate that students are highly motivated, with Intrinsic regulation (Knowledge, Achievement, and Stimulation) and Identified regulation achieving the highest scores with good motivational orientation that are significant predictors of self-regulation, which was also seen as an indicator on the L2 achievement test. Additionally, their levels of amotivation are low, while their levels of various categories of motivation are moderate. A notable positive predictor is identified regulation, suggesting that motivation facilitated by identified regulation is linked to an improved grade in L2 and overall achievement. Furthermore, it was determined that ESP students exhibit distinct types of motivation compared to other students, which serves as an indicator of self-regulation in ESP learning. It was established that ESP accomplishments are determined by the types of motivation present in L2 learning. The age of starting L2 learning, years of L2 learning, and gender are insignificant factors in the relationship between the observed variables. Also, it is recommended that future studies should be based on a larger corpus and include not only students of the technical sciences but also students of the social sciences in order to overcome its limitations.
... transformation, benefiting community welfare and constructive change management [15]. It aligns with the principles of self-determination theory, which emphasize autonomy, mastery, and relatedness as psychological rewards that sustain engagement [16]. Additionally, the concept of purpose within gamification mirrors the engaging essence of games, fostering sustained engagement [17]. ...
... Reference [13] emphasizes the potential of gamification to tap into intrinsic motivations, compelling citizens to contribute their viewpoints and collaborate actively. This approach aligns with self-determination theory, as discussed by SDT scholars [16] and demonstrated by reference [27], who underscore the role of autonomy, competence, and relatedness in gamification's capacity to harness human psychology. Furthermore, the literature highlights gamification's abil-ity to reshape stakeholder perspectives, facilitating policy planning, and decision-making processes [25], [20]. ...
... This phenomenon is grounded in organismic integration theory, which highlights the inverse relationship between intrinsic and extrinsic motivations [116]. To cultivate enduring behavioral change, a distinct approach to gamification becomes imperativeone that aligns with the psychological rewards intrinsic to users' self-determination theory, encompassing mastery, autonomy, and relatedness [16]. Additionally, the notion of purpose, a potent intrinsic motivator, emerges through goal setting and contributes to sustained engagement [17]. ...
... Many studies in a variety of life domains such as the workplace (Baard et al., 2004;Ilardi et al., 1993), education (Miserando, 1996;Ferrer-Caja & Weiss, 2000), exercise (Wilson & Rodgers, 2004;Reinboth et al., 2004;Reinboth & Duda, 2006), and sports rehabilitation (Podlog & Eklund, 2007) have found that the satisfaction of basic needs is essential not only for well-being, but also for greater intrinsic motivation and positive outcomes. In sport and exercise, McDonough and Crocker (2007) have also found that satisfaction of basic needs has a great effect on developing selfdetermined motivation (i.e., from amotivation to intrinsic motivation) and positive outcomes among adult dragon boaters. ...
... Results also indicated that basic psychological needs (autonomy, competence, relatedness) have a positive relationship with performance, except for the relationship between competence and performance (when performance was relevant to outcome goals use). These findings support the studies arguing that the satisfaction of basic psychological needs is not only essential for well-being, but also essential for intrinsic motivation and positive outcomes (e.g., Reinboth & Duda, 2006;Ferrer-Caja & Weiss, 2000;Baard et al., 2004;Podlog & Eklund, 2007). McDonough and Crocker (2007) similarly found that satisfaction of basic needs had a positive effect on developing selfdetermined motivation and performance among adult dragon boaters. ...
The aim of this study was to investigate the influence of goals on performance via the satisfaction of basic needs; in other words, to investigate if basic psychological needs mediate the relationship between types of goals and their influence on performance. In order to measure this influence, athletes (N=373), both male (n=225) and female (n=148), were asked to participate in the study and complete both the Basic Needs Satisfaction in Sport Scale (BNSSS) and Goal Focus Inventory (GFSI) questionnaires. Simple linear regression was conducted to examine the direct effect of goals on performance. In addition, multiple linear regression was performed to measure the influence of goals on basic needs and the influence of basic needs on performance. Finally, the bootstrapping method was performed to examine the indirect effect of goals on performance through basic psychological needs.
Results from simple linear regression indicated that types of goals (outcome, performance, and process goals) directly influence performance (p<.001). In addition, multiple linear regression and bootstrapping methods were investigated and it was found that basic needs have a mediating effect in the relationship between performance, process goal use and their influence on performance. In contrast, results in the present study showed that basic needs have no mediating effect in the relationship between outcome goals use and performance. Furthermore, mediation analyses using the bootstrapping method suggested partial mediation between the use of performance, process goals and their influence on performance. These findings suggest that the use of performance and process goals might be more associated with basic needs than the use of outcome goals. Further research of a qualitative nature could help to explain these differences in terms of mediation model.
... Previous research has indicated that mindful parenting is positively related to basic psychological needs (Liu et al., 2022). In particular, mindful parenting may improve parent-child relations, making adolescent feel warmer and more supported, and eventually helping them to meet their psychological needs (Paul et al., 2004). At the same time, parents with mindful parenting tend to give more autonomy encouraging and fewer overprotective to their children (Kabat-Zinn, 1997). ...
... Self-determination theory states that the external environment can contribute to an individual's psychological well-being by developing their basic psychological needs (Ryan & Deci, 2000). Previous research has shown that adolescents with mindful parenting may experience additional support and belongingness, thereby developing their basic psychological needs (Paul et al., 2004), and basic psychological needs play an influential role in the development of adolescent grit (Santana-Monagas & Núñez, 2022). The possible reason for this phenomenon is that adolescents with high autonomy would like to choose goals that they are really passionate about, while a high sense of competence leads them to choose appropriate goals and a high sense of belonging leads them to actively seek help from those around them when they encounter difficulties. ...
The concept of “grit” is one of the most commonly mentioned and praised positive mental qualities in daily life. Although previous research has shown a strong relationship between adolescent grit and parenting styles, there is a gap in the relationship between mindful parenting and adolescent grit. This study hypothesises that mindful parenting may be a beneficial environment in the development of adolescent grit, and that this direct effect may be influenced by changes in the level of adolescent personality traits, for example, basic psychological needs and mindfulness. To test these hypotheses, a total of 804 adolescents from Hubei Province, China completed questionnaires on mindful parenting, basic psychological needs, mindfulness, and grit. The results indicated that mindful parenting positively predicts adolescents grit, mediated by basic psychological needs. The study also found the associations between mindful parenting and adolescent grit and basic psychological needs can both be moderated by mindfulness in senior high school. The effects of mindful parenting on adolescents grit and basic psychological needs were stronger for a high lever of mindfulness compared to a low lever of mindfulness. These findings not only provide new parenting ideas for developing grit in adolescents, but also highlight the significant impact of individual personality traits on adolescent grit.
... Self-Determination Theory suggests that humans are born with three basic psychological needs -autonomy, competence, and relatedness (Deci and Ryan, 2000). Autonomy is the basic psychological needs satisfaction of having choice, a sense of will, and approval over one's behavior (Baard et al., 2004), and when individuals have a sense of will and control over their lives (Ryan and Deci, 2017). Competence is related to a person's feeling of success in completing tasks that are optimally challenging and personally meaningful, as well as a sense of validity, and an individual's need for competence is met when they experience a sense of being able to bring about the desired change in their environment (Ryan and Deci, 2000a;Ryan and Deci, 2000b). ...
Purpose
This study examines the relationship between social networking sites addiction and pro-social behavior, considering the increasing importance of social networking sites in daily life. It explores the mediating role of Fear of Missing Out in this relationship and investigates the moderating role of basic psychological need satisfaction.
Research design, data, and methodology
This study employed a snowball sampling method to conduct an online survey among social network users in China. The proposed model was tested using regression analysis to interpret the results.
Results
Findings indicate a negative predictive effect of social networking sites addiction on prosocial behavior. Misplaced fear partially mediates this relationship. Basic psychological need satisfaction significantly moderates the mediating effect of Fear of Missing Out on the relationship between SNS addiction and prosocial behavior.
Practical implications
This study provides strategies for effectively preventing social networking sites addiction in real-world settings and mitigating its negative impact on individuals’ physical and mental health. It suggests interventions at four levels—individual, school, society, and government—to enhance basic psychological need satisfaction, thereby improving prosocial behavior and facilitating the promotion of interpersonal interactions and the equitable, harmonious development of society.
... We can further distinguish between partially controlled introjection, when an individual performs an activity in order to increase or maintain self-esteem, and partially autonomous identification and integration, which are associated with increasing internalization of motives (Ryan & Deci, 2000a, 2000b. Research indicates that extrinsic motivation and introjection are associated with negative psychological consequences even when the assumed task has been completed (Ryan et al., 1983), whereas autonomous types of motivation are associated with better performance and the individual's well-being (Baard et al., 2004;Gagné & Deci, 2005). ...
Research Aim: The aim of the study was to identify differences in motivation for and satisfaction with choosing the teaching profession between working teachers and students preparing to become teachers. Research Methods: The study used an original survey created by the author and a motivation questionnaire based on Deci and Ryan’s self-determination theory, adapted to the teaching profession. The questionnaire consisted of 19 items measuring three dimensions of motivation for choosing the teaching profession: autonomous motivation (intrinsic motivation, integration, and identification), controlled motivation (extrinsic motivation and introjection), and amotivation (lack of motivation). The questionnaire also included two other questions, about satisfaction with the choice of profession and the extent to which the choice of the career had been thought over. The statistical analysis was performed using TIBCO Statistica 13.3 software. Brief Description of the Issue Context: The self-determination theory (SDT) allows for extensive research on human motivation (Liu et al., 2016). In this context, fostering the autonomy of both teachers and students has significant advantages in terms of educational outcomes compared to control-oriented strategies, i.e., those which rely more on extrinsic motivation (Deci and Ryan, 2016). Research Results: There were no statistically significant differences in the individual dimensions of motivation between working teachers and students. Among the respondents, autonomous forms of motivation were at the highest level, controlled motivation was at a slightly lower level, and amotivation reached the lowest level. However, it was noted that as many as one third of the teachers were not satisfied with their chosen career and were thinking of changing jobs. Those studying preschool and early childhood pedagogy had higher levels of autonomous and controlled forms of motivation and lower levels of amotivation compared to female students of speech therapy. Conclusions and Recommendations: Due to the high percentage of people thinking about changing their profession, changes are needed that could increase the sense of satisfaction among teachers. It is also worth designing behavioral interventions that could encourage behavior that supports autonomous forms of student motivation.
... Gilligan's research supports this phenomenon, suggesting that individuals process and prioritize information that aligns with their current moods 46 , resulting in greater attention and deep processing. When basic psychological needs are satisfied, the positive moods individuals experience 13,47 lead to fewer attentional resources allocated to negative mood events such as social exclusion. Furthermore, we explored the relationship between autonomy needs at T1 and being ignored at T2, as well as rejection. ...
Social exclusion has wide-ranging and detrimental effects. This study recruited 771 Chinese college students (Mage = 19.65 years, SDage = 1.04, 74.19% females). The findings of two cross-lagged panel models, administered at three different points in time, indicated a negative association between social exclusion (including being ignored and rejected) and basic psychological needs (autonomy, competence, and relatedness). Specifically, both being ignored and rejected significantly predicted decreases in autonomy, competence, and relatedness needs. Moreover, relatedness needs significantly predicted decreases in being ignored, while autonomy needs predicted decreases in being ignored. Additionally, competence needs at T1 positively predicted being ignored but negatively predicted being rejected at T2. This study was based on Self-Determination Theory (SDT) and expanded its application within the realm of social exclusion. The findings offer novel intervention strategies for reducing social exclusion and promoting well-being.
... Nesse sentido, formulou-se a segunda hipótese (H 2a ):Estudos têm observado que a motivação no trabalho está positivamente relacionada ao aumento do desempenho gerencial (Van der Hauwaert e Bruggeman, 2015;Van der Hauwaert et al., 2022;Deci et al., 2008).Van Der Hauwaert et al. (2022) explicam que a motivação no trabalho pode ser preditor positivo do desempenho dos indivíduos, visto que quanto mais motivados está o funcionário, maior será a chance de empenhar esforços para aumentar seus meios produtivos e assim alcançar metas estabelecidas. Tais descobertas, como a deVan Der Hauwaert et al. (2022), são amplamente aceitas na literatura de psicologia(Baard et al., 2004;Van den Broeck et al., 2010).Estudos recentes de controle gerencial confirmaram os resultados positivos da motivação no trabalho no desempenho gerencial(Chen et al., 2020;Groen et al., 2017; Pfister e Lukka, 2019;Van der Hauwaert et al., 2022;Wong-On-Wing et al., 2010). Nesse sentido, quanto maior a motivação dos indivíduos no ambiente do trabalho, melhor é sua percepção sobre seu desempenho gerencial. ...
This study analyzes the effect of the enabling performance measurement system (PMS) on management motivation and attitudes and their impact on the managerial performance of middle managers in the largest and best Brazilian companies in 2020. Using structural equation modeling, results revealed that enabling PMS has a positive effect on managerial attitudes and motivation. Furthermore, managerial attitudes directly influence managerial performance, which in turn act as mediators between the enabling PMS and performance. These findings have practical implications by providing insights that lead to improvements in middle management and allowing organizations to evaluate their PMS practices and develop training plans to improve the performance.
... An optimally challenging work setting can decrease affective rumination since goals are clearly defined and thus, employees attain goals and don't have negative thoughts about their competency. Finally, relatedness satisfaction was found to be positively associated with adjustment (Baard et al., 2004) and negatively associated with workplace bullying (Trépanier et al., 2013) which may trigger negative persistent thoughts. Accordingly, receiving support from colleagues/supervisors may protect employees from ruminating about the negative aspects of the work. ...
The aim of this study is twofold. First, it evaluates the psychometric properties of the Czech adaptation of the Work-Related Rumination Questionnaire (WRRQ) and Basic Psychological Need Satisfaction and Frustration Scale-Work Domain (BPNSFS-W). Second, the link between work-related rumination and work-related need satisfaction was examined. Three forms of work-related rumination, namely, affective rumination, pondering, and detachment were hypothesized to have distinct associations with the satisfaction of autonomy, competence, and relatedness needs at work. There were 278 employees (67% female, Mage= 40.22, SD = 12.98) completing an online survey. CFA confirmed the three-factor model of both WRRQ and BPNSFS-W. Moreover, the measurement invariance of both scales was investigated across gender. The BPNSFS-W has measurement invariance, and WRRQ has partial measurement invariance across females and males. Hierarchical regression analyses showed that while competence did not predict any form of WRR, relatedness positively predicted detachment. Moreover, autonomy positively predicted pondering and negatively predicted affective rumination. Findings suggest that the WRRQ and BPNSFS-W are promising instruments for future research and practice in the Czech context.
... SDT has a long history of motivational research in organizations, showing that basic psychological need satisfaction in one's work climate enhances autonomous motivation (Baard et al., 2004;Mageau and Vallerand, 2003;Vansteenkiste et al., 2004). Among the main facilitators of such need satisfaction is manager autonomy support. ...
In this study, we expanded upon the job demands–resources model to assess the role of employees’ vitality as an inner resource for their work engagement and job commitment. To assess vitality and related job resources, we developed an index of vitality outside of work and adapted measures of manager autonomy support and organizational support. For job demands, we measured work stress and predicted that each of these four variables would contribute independently to work-related outcomes. Then, in a preregistered study, we collected these measures from a sample of 5,280 American workers (primarily ages 18–34, 54% female). Results from multivariate regression analyses largely confirmed our hypotheses, showing that positive work-related outcomes, such as enthusiasm, enjoyment, and job satisfaction, were positively predicted by manager autonomy supports, organizational support, and individuals’ vitality, and negatively predicted by work stress. The reverse pattern was largely observed for the negative outcome of turnover intention. Exploratory analyses also suggested that individual vitality may buffer the negative effects of stress and low manager and organizational support. The results highlight the potential role of employee vitality outside of work and managerial support in bolstering work engagement and reducing turnover intentions, offering a basis for organizational strategies aimed at improving work culture and retaining talent.
... In the context of work, positive relations between sense of satisfaction of the three psychological needs and employees' work-related well-being were found. These were expressed in job satisfaction, work engagement, lower burnout, and higher performance (Baard et al., 2004;Gagn e & Deci, 2005;Van den Broeck et al., 2008). Our assumption, based on these previous studies and the findings of the present study, that the distinct advantage found in flow-state among forest education teachers stems from personal characteristics of the teachers related to the three basic psychological needs. ...
Flow-state is a condition where individuals are fully immersed in their mental abilities, wholeheartedly engaged in activities aimed at achieving peak performance. This study explores the relationships between teachers’ flow-state within three main learning environments: traditional classrooms, innovative open settings, and forest education. By employing Set and Setting theory which states that our environment directly affects our experience, we investigated teachers’ perception of the ‘design conditions’ through indoor environmental quality (IEQ) such as air quality and lighting and design features, such as furniture arrangement. Data on 119 teachers were collected using closed-ended questionnaires. Our findings indicate the impact of the design conditions on teachers’ flow-state. Differences in flow-state levels were observed whereby nature-centric classrooms were found to foster higher flow-state attainment than traditional classrooms. Moreover, age moderates the relationship between design conditions and the cognitive control dimension of teachers’ flow-state. Older teachers, in particular, exhibited vulnerability to inferior design conditions, leading to diminished flow-state attainment. These findings underscore the importance of tailored educational environments to optimize the pedagogical experience. They highlight the dynamic interplay between teachers, their flow-states, and the design conditions of learning spaces. This suggests that enhancing these conditions could support better teaching outcomes and teacher well-being.
... En cuanto a la muestra, el estudio se llevó a cabo con 1,068 estudiantes con actividad laboral en Quebec, Canadá. Sobre el procedimiento de estudio, los estudiantes llenaron una encuesta durante sus clases, donde reportaban el promedio de calificaciones para el rendimiento académico, mientras que para las necesidades se utilizó una adaptación de la escala de satisfacción de las necesidades básicas en el trabajo (Baard et al., 2004). ...
... Numerous studies have applied SDT to understand motivation and its outcomes in the workplace. Research has shown that managerial support for employees' basic psychological needs is associated with higher levels of quality motivation, job satisfaction, organizational commitment, and performance (Baard et al., 2004). Moreover, need-supportive work environments have been linked to reduced burnout, turnover intentions, and absenteeism (Collie et al., 2016). ...
Purpose
The purpose of the study is to investigate the mechanisms through which green HRM practices foster green creativity among employees. Specifically, it tests a conceptual model linking green HRM practices to green creativity, with employee thriving at work as a mediator and creative leadership as a moderator strengthening the links.
Design/methodology/approach
The study collected survey data from 319 employees working in the financial, internet and IT sectors in the developed coastal regions of China. The conceptual model and hypotheses were tested using this sample focused on sustainability-oriented sectors based in regions with imperative ecological needs and priorities.
Findings
The findings indicate that thriving at work (characterized by vitality and learning) mediates between green HRM practices and green creativity. In addition, creative leadership was found to moderate the impact of green HRM on both thriving and green creativity, including the indirect effects through thriving.
Originality/value
The study breaks new ground by being the first to examine the mediation of thriving at work and the moderation of creative leadership in connecting green HRM to green creativity. It develops and tests an integrated theoretical framework that combines insights from self-determination theory and creative leadership theory, situates the research in the timely and relevant context of China’s developed coastal areas and key industries and offers new insights and practical implications for fostering green creativity and aligning organizational strategies with the United Nations Sustainable Development Goals (SDGs).
... Findings from recent empirical studies of SDT in workplace settings have emphasized its importance in enhancing employee engagement and well-being in different organizational contexts (Slemp Kern Vella-Brodrick, 2020;Broeck & Gagne ,2019;Gagne &Broeck, 2020). When these needs for autonomy, competence and relatedness are met, this, in turn, improves productivity and retention in organisations across the IT sector (Deci & Ryan, 2004;Gagne, 2018). ...
This study aims to examine the effects of lower occupational stress, psychological capital, a supportive work environment, work-life balance, employee assistance programs (EAPs), and the social support of employees in the information technology (IT) sector in Bangalore. The interaction of these constructs of the study is analyzed while taking into consideration the job demands-resources (JD-R) model, conservation of resources (COR) theory, and self-determination theory (SDT) for a better understanding of their ultimate role in employee outcomes. The data were collected from 520 IT professionals and then presented statistically to assess the interrelationship between the variables. This analysis indicates that lower occupational stress is a factor that positively influences employee well-being and performance, with psychological capital and a work environment as crucial factors at play. Similarly, work-life balance, EAPs and social support appear to be important contributors to improved well-being and performance. Clearly, it is important for employees working under stressful conditions in high-pressure industries to effectively manage their stress levels and work environment to optimize employee outcomes.
... Findings from recent empirical studies of SDT in workplace settings have emphasized its importance in enhancing employee engagement and well-being in different organizational contexts (Slemp Kern Vella-Brodrick, 2020;Broeck & Gagne ,2019;Gagne &Broeck, 2020). When these needs for autonomy, competence and relatedness are met, this, in turn, improves productivity and retention in organisations across the IT sector (Deci & Ryan, 2004;Gagne, 2018). ...
... According to SDT, an autonomously supportive environment-one in which superiors acknowledge subordinates' perspectives, provide meaningful information without manipulation, offer choices, and encourage self-motivation [25]-is a crucial factor in promoting individual well-being [26]. Empirical studies suggest that humble leadership, as a form of autonomy support, creates a supportive environment that enhances individual well-being [27,28]. ...
Despite supervisors playing a crucial role in the cultivation of postgraduate students, the impact of supervisors’ leadership on postgraduate students’ well-being is poorly understood. Based on Self-Determination Theory (SDT), this study explores the immediate and delayed effect of supervisors’ humble leadership on postgraduate students’ well-being, together with the mediating effects of basic psychological need satisfaction and the moderating effects of power distance orientation. Using a survey experiment (Study 1) and multi-timepoint questionnaire (Study 2) design, this paper finds that supervisors’ humble leadership influences postgraduate students’ well-being through its effect on basic psychological need satisfaction. Power distance orientation moderates the relationships between supervisors’ humble leadership, basic psychological need satisfaction, and postgraduate students’ well-being; specifically, humble leadership leads to higher basic psychological need satisfaction and well-being in students with high power distance orientation compared to those with low power distance orientation. This research validates the application of SDT in higher education and clarifies how supervisors’ humble leadership influences postgraduate students’ well-being, providing practical guidance for its improvement.
... Coworkers and casual/nonintimate connections can be as well (Fingerman, 2009). In terms of noninterpersonal sources, there is evidence that vocation and recreation can both fulfill social needs, including work (Baard et al., 2006), participation in sports (Gagne, 2003), volunteerism (Millette & Gagné, 2008), and religion (Wesselmann et al., 2016). Finally, recent research has highlighted the potential of sources that fall outside of the interpersonal/noninterpersonal dichotomy to meet social needs. ...
... 9, R and RStudio to qualitatively code and analyze the data. We used R and RStudio to further 1 The questionnaire included items about teachers' background with regard to their age and work experience, items about their school organization, including school leaders and colleagues, and items from the Questionnaire (WCQ; (Baard et al., 2004). ...
Differentiation is rarely investigated from a system perspective, while we need this to support teachers’ engagement in differentiated instruction and foster students’ learning. We interviewed teachers and interpreted their perspectives with the Implementation Science Framework and Complexity Leadership Theory. Teachers described many types of complex leadership, more absent than present implementation drivers, and many interactions between leadership and implementation drivers. Furthermore, teachers expressed constraints to and a couple of seized opportunities for differentiation. We conclude that the schools of this study’s teachers are stalled in the process to a transition to implementing differentiation, and offer suggestions for breaking that stall.
... Employee motivation describes how committed an employee is to his job, how engaged he feels with the company's goals and how empowered he feels in his daily work. Job motivation can be extrinsic or intrinsic, meaning an employee's motivating factors can come from internal or external source (Baard et al., 2004, Zaman et al., 2016. Performances can be separated in organizational and employee performance. ...
Since 2013, the IJIBM has been included into the ProQuest (ABI/INFORM Global) list. Since 2014, the IJIBM has been included into the National Science Library (Chinese Academy of Sciences) one of the top databases in China. IJIBM is an international journal that brings together research papers on all aspects of Information, Business and Management in all areas. The journal focuses on research that stems from academic and industrial need and can guide the activities of managers, consultants, software developers and researchers. It publishes accessible articles on research and industrial applications, new techniques and development trends. IJIBM serves the academic and professional purposes for those such as scientists, professionals, educators, social workers and managers. It provides new methodology, techniques, models and practical applications in various areas.
... Recent research, however, has indicated possible relationships among the SDT needs. For instance, studies by Baard et al. (2004) and Adie et al. (2012) found that autonomy support positively influences the fulfillment of all three SDT needs. ...
Background
Because the fulfillment of basic/fundamental psychological needs affects people’s motivation and well-being, measuring the degree to which these needs are met is of interest to researchers across various domains. Although numerous self-assessment tools have been developed, no recent comprehensive reviews exist, hindering cumulative scientific progress. The present systematic review aimed to identify and analyze the main approaches to developing self-report scales for assessing basic/fundamental psychological need fulfillment. The objective is to inform readers interested in selecting instruments for their studies and those intending to develop new scales.
Methods
Following PRISMA, we conducted a search of Scopus, Web of Science, PubMed, and ProQuest in August 2023. The following information was extracted from eligible studies: Scale name, abbreviation, theoretical basis, application domain, final scale construction, scale development and validation methodology, and citation count.
Results
Our search identified 32 primary studies, in which 31 original scales were developed and validated, and 89 secondary studies that aimed to modify these original scales. The predominant theoretical basis was Self-Determination Theory, although eight scales were based on alternative need typologies. The scales were either domain-general or specific to contexts such as work, education, or exercise/sports contexts. While most were designed to measure need satisfaction, some also addressed need support, frustration, and thwarting.
Conclusion
Despite significant efforts in developing, adapting, and applying scales to measure need fulfillment, we found several issues resulting from diverse perspectives on conceptualizing psychological needs and need typologies, discordant approaches in developing and validating measures, and other inconsistencies that should be acknowledged and addressed in future research.
... It distinguishes whether people act out of passion and love (internal regulation), a valuable outcome (identified regulation), shame and anxiety (introjected regulation), or a reward and penalty (external regulation) (Ryan & Deci, 2000). In addition, it discusses "how" the aforementioned regulatory styles change according to need satisfaction including autonomy, relatedness, and competence (Baard, Deci, & Ryan, 2004). Moreover, SDT addresses the "what" question of individual motivation, or more precisely, the specific goal contents of what individuals pursue. ...
... To this end, specific examples of workplace interventions have been developed in the context of SDT that have been proven effective in promoting basic need satisfaction in the workplace (e.g. Baard, Deci, & Ryan, 2004, Hardré & Reeves, 2009Williams et al., 2014 ...
In this paper, we used self-determination theory to argue that the satisfaction of the basic psychological needs for autonomy, competence, and relatedness may act as a boundary condition that determines when and how functional meaning of rewards (i.e., when individuals perceive work-related rewards as informational or controlling) relates to interpersonal deviant behavior in the workplace. We hypothesized that informational meaning of rewards will relate negatively and controlling meaning of rewards will relate positively to interpersonal deviant behavior. Also, we expected that the former relationship will be stronger when needs satisfaction is higher (vs. lower), and the latter relationship will be weaker when needs satisfaction is higher (vs. lower). Hypotheses were tested by means of a cross-sectional study with a heterogeneous sample of 265 Greek employees. Results of hierarchical regression analyses showed that both controlling and informational meaning of rewards related positively to deviant behavior. Also, relatedness need satisfaction moderated the relationships between informational and controlling meaning of rewards with deviant behavior in a way that both facets of rewards related positively to deviant behavior in conditions of lower relatedness need satisfaction, while they were unrelated to deviant behavior in conditions of higher relatedness need satisfaction. These results suggest that the role of the functional meaning of rewards for interpersonal deviance depends on whether employees' need of relatedness is satisfied or not in the workplace.
... To measure basic needs satisfaction, we used the 14-item instrument developed by Vandenabeele (2008c). This instrument was adapted from a 21-item measure developed by Baard et al. (2004). Consistent with SDT, it has three dimensions: "autonomy satisfaction," "competence satisfaction" and "relatedness satisfaction." ...
... The results of previous studies indicate a relationship between leadership style, work motivation, and employee performance. Leaders have the essential task of motivating subordinates to do work effectively (Baard et al., 2004). ...
This study analyzes the effect of transformational leadership and work motivation on performance of the administrators of the Nurul Hidayah Islamic Boarding School, Malang, East Java. This study uses a quantitative approach and data collection through questionnaires distributed to 33 boarding school administrators. The results of multiple linear regression analysis show that transformational leadership significantly affects the performance of the Nurul Hidayah Islamic Boarding School administrators. However, work motivation has no significant effect on the performance of the management. The results of this study provide positive implications for the leadership of Islamic boarding schools in improving the performance of the management through the implementation of transformational leadership values such as charisma, inspirational motivation, intellectual stimulation, and attention to individuals.
... While HPWS are assumed to support FLMs and further shape their positive perception, it is paramount to understand how this perception of enabling HR leads to implementation behaviors. In this light, FLMs with WTBF caused by perceived enabling HR, on the one hand, strive to meet the expectations over consistent HR enactment and, on the other hand, provide employees with individualized attention and support to show employees that they are valued and unique (Baard et al., 2004). Therefore, we propose that (please also see Figure 1): ...
Reconciling competing demands for consistent HR implementation and providing individualized supervisor support to employees has always been a challenge in strategic human resource management. Given that there is burgeoning evidence that frontline managers (FLMs) are at the center of HR implementation, we examine how the organization helps FLMs reconcile demands for consistent HR implementation and deliver individualized support to those under their supervision. With the data from 181 FLMs and 311 employees reported to these FLMs, we find that FLMs' perceived enabling HR practices mediate the relationship between high‐performance work systems and FLMs' willingness to be flexible (WTBF). Furthermore, WTBF mediates the relationship between FLMs' perceived enabling HR practices and consistent HR implementation and between FLMs' perceived enabling HR practices and employees' individualized support. Our study offers new insights by highlighting that an effective HR system is not merely improving FLMs' HR competency and knowledge but capturing FLMs' WTBF in carrying on a broad range of HR tasks. Furthermore, our study provides an expanded and novel understanding that FLMs will likely face two opposite HR tasks that coexist and should be dealt with simultaneously as a pair. We then discuss the theoretical and practical implications of our findings and suggest future research directions.
... Basic psychological needs satisfaction refers to the degree to which an individual ex-ternal environment satisfies one's basic psychological needs [68]. According to the self-determination theory, basic psychological needs satisfaction provides an analytical framework for understanding the generation mechanism of individual behavior [69,70], which helps explain the mechanism of TTI quality affecting tourist loyalty. ...
Although tourist-to-tourist interaction (TTI) has been identified as an essential element in tourist experiences, the effect of TTI quality on tourist loyalty, and the mechanism underlying this effect is scarcely discussed in the literature. Based on the self-determination theory, this study aims to examine whether and how TTI quality influences tourist loyalty, representing a significant means to achieve destination sustainability. More specifically, this study tested a moderated mediation model in which basic psychological needs satisfaction mediated the relationship between TTI quality and tourist loyalty, while sociability moderated the link between TTI quality and basic psychological needs satisfaction. A survey research approach was used, and 746 complete, usable responses were collected in multiple cities in China. The results revealed that the direct impact of TTI quality on tourist loyalty is mediated by basic psychological needs satisfaction. Furthermore, sociability positively moderates the influence of TTI quality on tourist loyalty. This study extends the TTI literature by demonstrating the mechanism of basic psychological needs satisfaction and tourists’ sociability in the relationship between TTI quality and tourist loyalty. Managerial suggestions are provided for industry practitioners to improve tourist relationship management and the sustainability of destinations.
... The experience of job autonomy as a key ingredient in psychological wellbeing and workplace wellbeing has similarly been well-documented (Ryan & Deci, 2017). Employees are more likely to be satisfied with the jobs and more trusting of their organisations (Deci et al., 1989) and experience greater wellbeing (Baard et al., 2004;Deci et al., 2001;Lynch et al., 2005) when their managers are autonomy supportive. Further, Deci and Ryan (2008) argued that the basic psychological needs for relatedness, competence, and autonomy are universal across different cultures with research supporting that the satisfaction of the autonomy need enhances psychological wellbeing in both Western and Eastern cultures. ...
Workplace wellbeing is essential for the employee as well as the organisation, but it may not adequately capture the way wellbeing is experienced in Singapore due to its diverse multi-ethnic society imbued with Eastern and Western values. The present study explores Singaporean employees’ understanding and perspectives in relation to how they experience wellbeing at the Singapore workplace. With a total of 31 participants consisting of full-time Singaporean employees from 17 industries, we used reflexive thematic analysis (Braun & Clarke, 2013) to interpret the data and develop the themes. These 13 themes are: accomplishment, autonomy, co-worker relationship, employee recognition, fairness, learning and professional development, meaningful work, organisational support, person-organisational fit, role clarity, support from boss, transparency, and work-life balance. This study has elucidated our understanding of workplace wellbeing in the Singapore context and set the direction for further research including the development of a new Singapore Workplace Wellbeing Questionnaire. This will in turn assist in future development of workplace interventions aimed at improving employee outcomes, leading to improved health outcomes in the Singapore population and sustained economic growth and success.
This volume brings together a selection of essential articles from the journal Revista Internacional de Educación Musical (RIEM), a Spanish-language journal published by the International Society for Music Education, making this work available to an English-speaking audience for the first time. With chapters representing a wide range of countries in the Ibero-American world, including Argentina, Brazil, Chile, Colombia, Mexico, Portugal, and Spain, the book aims to develop international exchange in the music education community. The book is structured around key themes, including music teacher training, youth music education, higher music education, and sociomusical programs, with a focus on opportunities for improvement across music education contexts inside and outside schools. Making vibrant research and practice from across the region available to a wider international audience, this book facilitates exchanges between researchers and educators and enhances global music education studies by highlighting groundbreaking work from Spanish-and Portuguese-speaking countries.
Tujuan penelitian ini adalah untuk menganalisis faktor-faktor yang memengaruhi kinerja petugas biller pada PT PLN (Persero) UP3 Pinrang khususnya pada aspek kepuasan kerja dan lingkungan kerja dan untuk melihat apakah lingkungan kerja dan kepuasan kerja berpengaruh terhadap kinerja petugas biller PT PLN (Persero) UP3 Pinrang secara langsung maupun tidak langsung melalui motivasi kerja. Penelitian ini menggunakan pendekatan kuantitatif, pengumpulan data melalui observasi dan kuesioner, dengan teknik analisis data uji path analisis menggunakan Partial Least Square (PLS) versi 4.0. Hasil penelitian diperoleh bahwa kepuasan kerja memiliki pengaruh siginifikan terhadap motivasi kerja namun tidak memiliki pengaruh signifikan terhadap kinerja petugas biller. Lingkungan kerja tidak memiliki pengaruh yang siginifikan terhadap motivasi kerja dan kinerja petugas biller. Dari hasil penelitian juga diperoleh motivasi kerja memiliki pengaruh signifikan terhadap kinerja petugas biller. Hasil uji mediasi diperoleh bahwa motivasi kerja dapat memediasi kepuasan kerja terhadap kinerja namun tidak memediasi lingkungan kerja terhadap kinerja petugas biller. The purpose of this research is to analyze the factors that influence the performance of biller officers at PT PLN (Persero) UP3 Pinrang, especially in the aspects of job satisfaction and work environment and to see whether the work environment and job satisfaction influence the performance of biller officers at PT PLN (Persero) UP3 Pinrang directly or indirectly through work motivation.This research uses a quantitative approach, collecting data through observation and questionnaires, with data analysis techniques using the Partial Least Square (PLS) method version 4.0. The results of the research indicate that job satisfaction has a significant effect on work motivation but does not have a significant effect on the performance of billing officers. The work environment does not have a significant effect on work motivation and the performance. The research also found that work motivation has a significant effect on the performance. Mediation test results show that work motivation can mediate the effect of job satisfaction on performance but does not mediate the effect of the work environment on the performance of billing officers.
In the wake of network technology and with the flourishing development of online learning, online presence is beginning to be conceptualized as a pivotal determinant affecting students’ cognitive and learning behaviors in the online landscapes. However, how online presence influences students’ technology-enhanced language learning experience through a multivariate relationship is critical to developing multidimensional approaches to understand students’ online learning beyond the classroom. This study surveyed 330 undergraduate students of college English course in a comprehensive research university in Eastern China concerning online presence, learning aspiration, perceived authenticity and learning engagement which are associated with their technology-enhanced language learning experience. Structural equation modeling analyses of the survey responses indicated the significant association between online presence, learning aspiration, perceived authenticity and learning engagement. Specifically, research results supported the major hypothesis of online presence’s influence on learning aspiration and learning engagement, and this effect was found to be mediated by perceived authenticity and learning engagement. In addition, this study found that perceived authenticity significantly influenced learning engagement, and that learning engagement significantly influenced learning aspiration as well. This research extended our understanding of the main effects of online presence and would help inform teacher educators and network administrators for curriculum and technological development purposes.
استهدف البحث الحالي التعرف على أثر برنامج قائم على نظرية تقرير المصير في تحسين كل من مفهومي الذات الاجتماعي والأكاديمي لدى طالبات المرحلة المتوسطة ذوات صعوبات التعلم، ولتحقيق هذا الهدف تم اختيار ( 38) طالبة بالمرحلة المتوسطة، تم تشخيصهن كذوات صعوبات تعلم وفق معايير التشخيص المحددة لهذه الفئة ، قسمت إلى مجموعتين، تجريبية وضابطة بلغ عدد الطالبات في كلتيهما ( 19 ) تلميذة، طبق عليهن مقياسي مفهوم الذات الاجتماعي والأكاديمي تطبيقا قبليا؛ للتأكد من تكافؤ المجموعتين، وطبق البرنامج المعد في البحث الحالي على المجموعة التجريبية، ثم أعيد تطبيق المقياسين تطبيقاً بعدياً؛ للكشف عن فعالية البرنامج، واستخدم اختبار "ت" للكشف عن دلالة الفروق بين متوسطات درجات المجموعة التجريبية والمجموعة الضابطة، وتوصل البحث إلى النتائج التالية:
وجود فرق دال إحصائيا بين متوسطي المجموعتين (التجريبية/الضابطة) في مفهوم الذات الاجتماعي لصالح المجموعة التجريبية، ووجود فرق دال إحصائيا بين متوسطي المجموعتين (التجريبية/الضابطة) في مفهوم الذات الأكاديمي لصالح المجموعة التجريبية .
الكلمات المفتاحية: تقرير المصير، مفهوم الذات الأكاديمي، مفهوم الذات الاجتماعي، ذوو صعوبات التعلم.
Although the relationship between digitalization and employees' corporate social responsibility (CSR) commitment has been extensively explored in literature, there remains a consensus on how digitalization affects employees' commitment. Therefore, this study aims to investigate the relationship between digitalization and CSR commitment. Data from branches of two banks was collected by using a time‐lagged approach, and structural equation modeling was employed to validate the measure and test the hypotheses. The findings indicate a direct correlation between digitalization and the CSR commitment of employees towards their organization. The research demonstrates that such a correlation is contingent upon the Human Resource Management (HRM) system used within the organization and the satisfaction of employees' need for autonomy in the workplace. The study emphasizes the role of work design and HRM practices in the relationship between digitalization and employees' CSR commitment.
Drawing on self‐determination theory, this study advances our understanding of employees' experiences working from home (WFH). Specifically, we examine the effects of two social‐contextual characteristics of WFH arrangements: whether employees voluntarily initiate their arrangement ( WFH initiation) and the proportion of WFH employees in a unit ( WFH density ). We conducted multilevel analyses on a multisource dataset drawn from organizational HR records and two surveys of 2115 WFH employees in a Fortune 500 organization. Employees who voluntarily initiated WFH, rather than at their employer's direction, experienced higher job autonomy and lower isolation. WFH employees in units with a lower proportion of other WFH employees experienced higher job autonomy. WFH initiation and WFH density also had effects on several distal employee outcomes, including job satisfaction, organizational knowledge, and turnover intentions, through their effects on job autonomy and isolation. Our findings provide valuable insight into the experiences of WFH employees and call attention to two important, yet understudied, factors that shape these experiences.
Based on self-determination theory, this study identified the effect of conscientiousness on the affective commitment to change of lecturers in Indonesian universities. This study empirically examined the uniqueness of conscientiousness which is strongest and most consistently associated with various outcomes. The mediation effect of psychological ownership of lecturers was also examined. A total of 321 responses were analyzed using a two-stage structural equation modeling (SEM) approach to confirm factors and test the study hypotheses. The results showed that the level of conscientiousness had a significant effect on psychological ownership. Conscientiousness had a significant indirect effect on affective commitment to change only through the psychological ownership of the lecturers. These results support the mediating role of lecturers' psychological ownership level in explaining the influence between conscientiousness and the level of affective commitment to change for lecturers.
Workplace spirituality and employee well‐being are significant aspects of organizational behavior that greatly influence the success of an organization. While numerous studies have demonstrated the positive impact of workplace spirituality on employee performance, few have delved into its correlation with workplace happiness (WPH). The present research seeks to investigate the direct and indirect effects of workplace spirituality on workplace engagement and employee well‐being, with WPH serving as a mediator. The groundwork for the proposed conceptual model was laid by conducting a survey with 473 working professionals from Indian organizations, employing the structural equation modeling (SEM) method. Results reveal that employees with a strong sense of workplace spirituality tend to have greater attachment to the workplace. WPH, in turn, acts as a mediator in the relationship between workplace attachment (WPA) and employee well‐being. This study sheds light on the significant relationship between workplace spirituality, WPA, and employee well‐being. It underscores the importance for organizations to prioritize WPH of employees which in turn, would enhance their well‐being within the workplace. The study also discusses the theoretical and practical implications of the findings, offering suggestions about directions for future research.
Workplace bullying is a pervasive issue that significantly affects the professional performance of university teachers. This research explores the relationship between workplace bullying and the fulfilment of self-determination needs specifically autonomy, competence, and relatedness among university faculty. The study’s sample comprised 333 faculty members from the University of Varanasi, Uttar Pradesh, India. Data were collected during 2023 using the Negative Act Questionnaire-Revised (NAQ-R) to assess workplace bullying and the Intrinsic Need Satisfaction Scale (INS) to measure self-determination needs. Before analysis, the basic assumptions of statistical methods were verified. The data were then analyzed using descriptive statistics, Pearson’s product-moment correlation, and simple linear regression (SLR) through SPSS. The findings revealed a significant negative correlation between workplace bullying and the satisfaction of self-determination needs at a 0.001 significance level. Additionally, workplace bullying was identified as a significant predictor, accounting for an 8 per cent variance in self-determination needs. In conclusion, workplace bullying undermines intrinsic motivational needs-autonomy, competence, and relatedness. The study also discusses limitations and suggests future directions to improve the work environment.
This research investigates the factors influencing undergraduate students' interest in learning English at a public university. A quantitative methodology was used, with 250 students completing a 27-item Likert scale survey. The survey measured motivational factors, concerns, confidence, learning processes, benefits, attitudes, and self-regulation. Participants found it easy to participate because of the university's diverse student population and the researchers' affiliation. Questionnaires were distributed in class, with explanations in both Khmer and English to ensure clarity. The study revealed the impact of intrinsic and extrinsic motivation on English language learning in the Cambodian context. Recommendations are provided to assist educators and policymakers in improving motivation strategies and students' language proficiency for academic success.
The purpose of this LSR is to determine the influence of transformational leadership variables on work motivation or performance determinants in companies. This research examined and reviewed 38 journal articles from two databases, Science Direct, Emerald Insight, and Scopus, from Publish or Parish, from 2019 to 2023. The analysis used PRISMA screening to obtain 38 articles. In this research we examine the benefits of transformational leadership in supporting employees to achieve goals that influence their behavior. In other words, we examine how organizations can use transformational leadership to develop employees. The aim of this research is to determine the influence of transformational leadership variables on work motivation variables. It has been found that there is a positive relationship between efficiency and job satisfaction in many fields. This means that when performance increases, employees also feel satisfied with the work they do.
The purpose of this study was to investigate teaching strategies to promote personal growth amid university students. Teaching strategies play crucial role in promoting personal growth in university students. Personal growth, encompasses self-awareness, emotional intelligence, critical thinking and resilience, is increasingly recognized as essential for students’ success both during their university years and in their future careers. The strategies that include group discussions, presentations and collaborative projects help students to improve their verbal, written & communication skills. Through quantitative approach, research examines many pedagogical techniques, including the active learning, collaborative, self-regulated learning and feedback. Data were collected from two universities (1 public & 1 private) across different departments, using stratified random sampling technique 300 sample was collected. Collected data was analyzed over SPSS software. The research findings indicate that active learning strategies, significantly enhance students’ self-awareness, critical thinking and interpersonal skills. Effective feedback helps instructors to motivate students & improve their teaching strategies. Practical implications are discussed & future directions are recommended.
Objective
Since January 8, 2023, China has managed COVID-19 as a Class-B infectious disease, marking the epidemic's transition to a low-level stage. This study analyzes the relationship between the public's perceived a community with shared future for doctor-patient (PCSF), health self-consciousness, benefit finding, and anxiety in this stage. Additionally, it compares changes in these variables across different stages of COVID-19.
Methods
Using a repeated cross-sectional design, three surveys were conducted respectively in three different stages of COVID-19 in China. Specifically, the first survey was conducted in Beijing, Dalian, Zhengzhou, Heihe, and Shangrao from November 13 to 20, 2021 in the outbreak stage of COVID-19, yielding 1,252 valid responses out of 1,534 collected questionnaires. The second survey was conducted in Dalian, Zhengzhou, Heihe, Shangrao, and Lanzhou from December 1 to 19, 2021 in the stable stage of COVID-19, with 872 valid responses obtained from 1,075 collected questionnaires. The third survey was conducted in Beijing, Dalian, Zhengzhou, Heihe, Shangrao, Lanzhou, and Chengdu from January 29 to February 4, 2023 in the low epidemic level stage of COVID-19, achieving 2,113 valid responses from the 2,461 questionnaires collected.
Results
Unlike in the outbreak stage but similar to the stable stage, the public's anxiety, health self-consciousness and benefit finding decreased while PCSF was improved in the low epidemic level stage. Consistent with both the outbreak and stable stage, PCSF, health self-consciousness, benefit finding, and anxiety showed positive correlations in the low epidemic level stage, with health self-consciousness partially mediating the positive impact of PCSF on benefit finding. Unlike in the stable stage but similar to the outbreak stage, anxiety did not moderate the relationship between PCSF and health self-consciousness in the low epidemic level stage.
Conclusions
The public's health self-consciousness, benefit finding, and anxiety decreased, while PCSF increased in the low epidemic level stage. Furthermore, PCSF had a greater impact on benefit finding, and anxiety's impact on health self-consciousness was significantly reduced. Across different stages of COVID-19, PCSF directly increased benefit finding and also enhanced benefit finding by improving health self-consciousness. Thus, comprehensive intervention measures are beneficial in the low epidemic level stage.
In this article, we will have a closer look at two models of teacher mentoring, which for many years have been successfully operating in two culturally different countries: Finland and Israel. Following the methodology of comparative research according to Raymond Boudon, I will identify and briefly characterise the main social mechanisms, which lie behind the particular approach to mentoring in the two analysed models: Self-Determination Theory and Work Motivation (Israel) and Peer Group Mentoring (Finland), including the axiological-rational prerequisites for their application.
Digitalization and globalization have stimulated the emergence of digital nomadism as a lifestyle that combines work with constant travel. To address the shortage of skilled employees, a growing number of organizations has to consider to work with digital nomads as external service providers. However, little is known yet about why individuals choose to become constant travelers in the first place. We address this research gap and aim to identify the motives for choosing a digital nomad lifestyle. To this end, we conduct a netnography study on 3,000 online posts from digital nomad communities. Using the Gioia method, we find several repelling and attracting work-related and leisure/travel-related motives and a combination of both. We discuss the implications of these findings for organizations as well as future research opportunities.
Two studies tested self-determination theory with 2nd-year medical students in an interviewing course. Study 1 revealed that (a) individuals with a more autonomous orientation on the General Causality Orientations Scale had higher psychosocial beliefs at the beginning of the course and reported more autonomous reasons for participating in the course, and (b) students who perceived their instructors as more autonomy-supportive became more autonomous in their learning during the 6-month course. Study 2, a 30-month longitudinal study, revealed that students who perceived their instructors as more autonomy-supportive became more autonomous in their learning, which in turn accounted for a significant increase in both perceived competence and psychosocial beliefs over the 20-week period of the course, more autonomy support when interviewing a simulated patient 6 months later, and stronger psychosocial beliefs 2 years later.
Research testing self-determination theory was discussed in terms of recent work on intrinsic motivation, participative management, and leadership. On three occasions, managers’ interpersonal orientations—toward supporting subordinates’ self-determination versus controlling their behavior—were related to perceptions, affects, and satisfactions of the subordinates. Data from 23 managers and their subordinates in a major corporation showed that managers’ orientations did correlate with the subordinate variables, although the magnitude of the relation varied, seemingly as a function of factors in the corporate climate. An organizational development intervention, focused on the concept of supporting subordinates’ self-determination, was provided for the managers. Evaluation of the program showed a clearly positive impact on managers’ orientations, though a less conclusive radiation to subordinates.
This research examined the impact of self-regulatory styles on the degree of consistency between behaviors and self-reported attitudes and traits. It was predicted that individuals who regulate their behavior in an autonomous manner would be more like{y to display behavior consistent with their self-reported attitudes and traits than individuals who regulate their behavior in accordance with external or introjected controls. In two intrinsic motivation laboratory experiments, subjects who were classified as autonomy oriented on the basis of their responses to the General Causality Orientations Scale were shown to display significantly higher attitude-behavior correlations than subjects classified as control oriented. In another experiment, autonomy-oriented subjects showed greater consistency between self-descriptions of conscientiousness and a behavioral criterion than control-oriented subjects. Together, these findings support Deci and Ryan's hypothesis that individual differences in self-regulation will influence indexes of personality integration.
This study tested whether students who learned with an active orientation would be more intrinsically motivated to learn and would learn more than students who learned with a passive orientation. The active orientation was created by having subjects learn material with the expectation of teaching it to another student; the passive orientation was created by having subjects learn the same material with the expectation of being tested on it. The results indicate that subjects who learned in order to teach were more intrinsically motivated, had higher conceptual learning scores, and perceived themselves to be more actively engaged with the environment than subjects who learned in order to be examined. The two groups were equal, however, in their rote learning scores. The effects of exposure to the material were ruled out as an explanation because the two groups reported spending equal time with the material. The results are discussed in terms of intrinsic motivation theory.
Infant monkeys were reared with the aid of a laboratory constructed mother-substitute. "We produced a perfectly proportioned streamlined body stripped of unnecessary bulges and appendices. Redundancy in the surrogate mother's system was avoided by reducing the number of breasts from two to one and placing this unibreast in an upper-thoracic, sagittal position, thus maximizing the natural and known perceptual-motor capabilities of the infant operator. The surrogate was made from a block of wood, covered with sponge rubber, and sheathed in tan cotton terry cloth. A light bulb behind her radiated heat. The result was a mother, soft, warm, and tender, a mother with infinite patience, a mother available twenty-four hours a day, a mother that never scolded her infant and never struck or bit her baby in anger." The data obtained "make it obvious that contact comfort is a variable of overwhelming importance in the development of affectional responses, whereas lactation is a variable of negligible importance." It is suggested that the primary function of nursing "is that of insuring frequent and intimate body contact of infant with mother." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3–6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Developed and tested a conceptual framework specifying the conditions under which jobs will facilitate the development of internal motivation for effective performance. Ss were 62 supervisors and 208 telephone company employees who worked on 13 different jobs. Primary independent variables were (a) a measure of strength of desire for the satisfaction of higher order needs (e.g., obtaining feelings of accomplishment, personal growth); and (b) descriptions of jobs on 4 core dimensions (variety, autonomy, task identity, feedback). It was predicted and found that when jobs are high on the 4 core dimensions, employees who are desirous of higher order need satisfaction tend to have high motivation, have high job satisfaction, be absent from work infrequently, and be rated by supervisors as doing high quality work. A number of supplementary analyses are reported. (48 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Developed a 32-item, paper-and-pencil measure with 4 subscales combined to provide an overall orientation. It is shown that the responses from 68 teachers had a good range and were internally consistent and temporally stable. Further, the measure was found to be externally valid in that teachers of Grades 4–6 who were more autonomy oriented on the measure were rated as such by their students. The children of the autonomy-oriented teachers were more intrinsically motivated and had higher self-esteem than children of more control-oriented teachers. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined both employee and supervisor reports of motivational and work adjustment variables, in the context of a psychiatric rehabilitation program, as correlates of program participation and independent ratings of readiness for competitive employment. Ss were 80 employees (aged 21–75 yrs) in a sheltered workshop and transitional employment program affiliated with a state psychiatric hospital. Program participation and work-readiness were associated with both employee and supervisor ratings of motivation after controlling for employee benefit plan, residential status, and social adjustment. Additionally, the degree of supervisor–employee discrepancy in these ratings was negatively correlated with program participation, work-readiness, and estimates of premorbid social competence. The role of motivational factors in vocational rehabilitation and the dynamics of supervisor and employee perceptions of work motivation and adjustment are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In criticizing the authors' work about the effects of extrinsic rewards on intrinsic motivation, B. J. Calder and B. M. Staw (see PA, Vol 53:Issue 5) point out that additional data are necessary to substantiate several assertions. Those data are presented here, and they are seen to be consistent with earlier findings. Other criticisms are considered within the context of cognitive evaluation theory, and areas are pointed out where additional research is necessary. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Applied a theory of intrinsic motivation to the counseling of churches regarding member enjoyment and involvement. The suitability of 1 of self-determination theory's assessment instruments to this type of consulting situation was also explored. Analysis of 275 questionnaires from 3 Christian churches reveals a relationship between the level of experience of 3 categories of variables (competence, relatedness, and autonomy) associated with intrinsically motivated behavior and the growth or nongrowth of church membership, attendance, and giving. Organizational behaviors found to tap into the intrinsic motivation systems of members are identified. The author suggests that an intrinsic motivation approach to consulting might be useful not only with religious bodies but also with other nonprofit groups reliant on volitional behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
distinguishing among intentional acts: the "why" of behavior [intrinsic and extrinsic motivation, internalization and integration, the consequences of different regulatory styles, the social context and motivational orientations] / the "what" of goals: considering content [goal content and mental health, why do some people focus on extrinsic goals, goals and needs: are some goals better than others] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self determination theory proposes that behavior change will occur and persist if it is autonomously motivated. Autonomous motivation for a behavior is theorized to be a function both of individual differences in the autonomy orientation from the General Causality Orientations Scale and of the degree of autonomy supportiveness of relevant social contexts. We tested the theory with 128 patients in a 6-month, very-low-calorie weight-loss program with a 23-month follow-up. Analyses confirmed the predictions that (a) participants whose motivation for weight loss was more autonomous would attend the program more regularly, lose more weight during the program, and evidence greater maintained weight loss at follow-up, and (b) participants' autonomous motivation for weight loss would be predicted both by their autonomy orientation and by the perceived autonomy supportiveness of the interpersonal climate created by the health-care staff. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The imposition of external constraints on an activity has frequently been shown to undermine intrinsic motivation. Given that limits must often be set upon peoples' activities, especially in parenting and education, the present study addressed the question of whether limits can be set without undermining intrinsic motivation for the activity being limited. Using cognitive evaluation theory, contrasting limit setting styles of either a controlling or informational nature, or no limits, were placed upon forty-four first- and second-grade children engaged in a painting activity. The intrinsic motivation, enjoyment, creativity, and quality of artistic production were expected to be decreased by controlling limits relative to informational and no-limits, which were not expected to differ from each other. The results provided substantial support for these predictions, suggesting that limits can be set without undermining intrinsic motivation if they are informational in nature. Support was also found for the consensual assessment of creativity method recently developed by Amabile (1982a). Results of the study are discussed along with the general relation between creativity and intrinsic motivation.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
Intrinsic motivation is based in the human need to be competent and self-determining in relation to the environment. We now look at how this develops and evolves. In so doing we will consider both how intrinsic motivation affects development and how intrinsic motivation develops.
This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3-6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's self-reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence.
Essential reading for managers and leaders, this is the classic work on management, problem solving, quality control, and more—based on the famous theory, 14 Points for Management.
In his classic Out of the Crisis, W. Edwards Deming describes the foundations for a completely new and transformational way to lead and manage people, processes, and resources. Translated into twelve languages and continuously in print since its original publication, it has proved highly influential. Research shows that Deming's approach has high levels of success and sustainability. Readers today will find Deming's insights relevant, significant, and effective in business thinking and practice. This edition includes a foreword by Deming's grandson, Kevin Edwards Cahill, and Kelly Allan, business consultant and Deming expert.
According to Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, Deming explains the principles of management transformation and how to apply them.
This study examined two issues ensuing from cognitive evaluation theory (Deci, 1975; Deci & Ryan, 1980, 1985), through the manipulation of positive feedback to third, fifth, and eighth grade children. Analysis of self-reported interest revealed that, as predicted, controlling feedback significantly lowered interest relative to informational -and no-feedback groups. The hypothesis that informational feedback would raise interest levels relative to the no-feedback group was not supported, perhaps due to a ceiling effect. These results replicate and extend previous findings with adults to children in a classroom context. A mixed-feedback condition, containing components of both information and control, yielded sex differences. As predicted, in the mixed condition, females reported interest levels significantly lower than those reported by males in that condition and by females in the informational -and no-feedback conditions. Although interest declined across grade level, the decline was greatest in the mixed condition, between fifth and eighth grades.
Nowadays, with organizations growing ever flatter and responsibility being pushed further down the ranks, admitting to a desire for power is a little out of fashion. But as the research in this 1976 classic HBR article shows, power is essential to good management. In fact, when it comes to managing big companies, the desire for power-that is, a manager's desire to have an impact, to be strong and influential-is more important than the need to get things done or the wish to be liked. The need to achieve,while important in small companies, actually becomes counterproductive in large, complex organizations, leading managers to try to do things themselves rather than spread tasks among many people. And managers who need to be liked tend to make exceptions for particular subordinates' needs, undermining morale. As their testimony reveals, other employees view those exceptions as unfair. But seeking power is not the same as seeking glory. People who want power only to further their own careers, rather than the goals of the organization, tend to have subordinates who are loyal to them but not to the company, making them less effective on the whole. And wanting power is not the same as throwing it around. Correlations between employee morale and sales figures show that individuals who manage by fiat are less effective than those whose style is more democratic. if the research paints a complex picture of the role that power plays in good management, it also demonstrates how great the potential is for improvement once managers become familiar with their own motives and styles. As the many examples show, top executives can learn to tell who the good managers are likely to be and to train existing ones to be more effective.
Empirical research and organismic theories suggest that lower well-being is associated with having extrinsic goals focused on rewards or praise relatively central to one's personality in comparison to intrinsic goals congruent with inherent growth tendencies. In a sample of adult subjects (Study 1), the relative importance and efficacy of extrinsic aspirations for financial success, an appealing appearance, and social recognition were associated with lower vitality and self-actualization and more physical symptoms. Conversely, the relative importance and efficacy of intrinsic aspirations for self-acceptance, affiliation, community feeling, and physical health were associated with higher well-being and less distress. Study 2 replicated these findings in a college sample and extended them to measures of narcissism and daily affect. Three reasons are discussed as to why extrinsic aspirations relate negatively to well-being, and future research directions are suggested.
Past studies in U.S. work organizations have supported a model derived from self-determination theory in which autonomy-supportive work climates predict satisfaction of the intrinsic needs for competence, autonomy, and relatedness, which in turn predict task motivation and psychological adjustment on the job. To test this model cross-culturally, the authors studied employees of state-owned companies in Bulgaria, a country that has traditionally had a central-planning economy, a totalitarian political system, and collectivist values. A sample from a privately owned American corporation was used for comparison purposes. Results using structural equation modeling suggested that the model fit the data from each country, that the constructs were equivalent across countries, and that some paths of the structural model fit equivalently for the two countries but that county moderated the other paths.
We describe the development and validation of a new instrument, KEYS: Assessing the Climate for Creativity, designed to assess perceived stimulants and obstacles to creativity in organizational work environments. The KEYS scales have acceptable factor structures, internal consistencies, test-retest reliabilities, and preliminary convergent and discriminant validity. A construct validity study shows that perceived work environments, as assessed by the KEYS scales, discriminate between high-creativity projects and low-creativity projects; certain scales discriminate more strongly and consistently than others. We discuss the utility of this tool for research and practice.
The psychology of motivation is a broad and loosely defined field. It covers everything from detailed investigations of the physiological mechanisms involved in animal drives to elaborate analyses of the unconscious motives behind abnormal or symptomatic acts in a person to factor analyses of the motives people assign to themselves to explain their behavior. Different textbooks and different courses have been organized around these different areas of investigation. In this book we will draw on all these sources of information and attempt to provide an integrated view of the field by narrowing somewhat the focus of attention.
The book emphasizes how motives differ from other determinants of action and how they relate to other motivation-type variables such as emotions, incentives, values, causal explanations, and conscious and unconscious intents. It examines how motives are acquired, where they come from, and on what they are based. Biological sources of human motives are reviewed, and this review introduces the topic of natural incentives, or what is sometimes called intrinsic motivation. Some selectivity is necessary in reviewing the large field of individual differences in human motive strength. Social sources of differences in motive strength are also considered, including everything from the way parents rear their children to educational interventions designed to change peoples' motives. Such studies contribute not only practical information on how to develop motives, but also theoretical information on the nature of motives and how they differ from other characteristics. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research and theory on employee job satisfaction and well-being has increasingly concentrated on both intrinsic and extrinsic motivational factors. According to self-determination theory (Deci & Ryan, 1985). autonomy, relatedness, and competence are three intrinsic psychological needs that, if fulfilled in the workplace, will lead to greater satisfaction, performance, and general well-being. This study examines employee and supervisor perceptions of the employee's autonomy, competence, and relatedness in the workplace, as well as the degree and direction of discrepancies between employee and supervisor reports. Both employee and supervisor ratings of intrinsic motivational factors were significantly related to work satisfaction, psychological health, and self-esteem, after controlling for the extrinsic factors of pay and job status. Results of discrepancy analyses were somewhat supportive of overrating being associated with greater well-being and job satisfaction. Discussion of the results ties this study to relevant research from a self-determination perspective and to the growing literature on discrepancies and self-perception.
This diary study examined the proposal that satisfaction of two psychological needs, competence and autonomy, leads to daily well-being. Between-subjects analyses indicated that participants higher in trait competence and trait autonomy tended to have "better" days on average. Independently, within-subject analyses showed that good days were those in which participants felt more competent and autonomous in their daily activities, relative to their own baselines. Other predictors of daily well-being included gender, whether the day fell on a weekend, and the amount of negative affect and physical symptomatology felt the day before. Although past diary studies have tended to focus on threats to daily well-being, the authors suggest that psychological need concepts offer promise for understanding its positive sources.
Research testing self-determination theory was discussed in terms of recent work on intrinsic moti- vation, participative management, and leadership. On three occasions, managers' interpersonal ori- entations-toward supporting subordinates' self-determination versus controlling their behavior-- were related to perceptions, affects, and satisfactions of the subordinates. Data from 23 managers and their subordinates in a major corporation showed that managers' orientations did correlate with the subordinate variables, although the magnitude of the relation varied, seemingly as a function of factors in the corporate climate. An organizational development intervention, focused on the concept of supporting subordinates' self-determination, was provided for the managers. Evaluation of the program showed a clearly positive impact on managers' orientations, though a less conclusive radia- tion to subordinates. To be self-determining means to experience a sense of choice in initiating and regulating one's own actions. Recent research linking self-determination to, enhanced creativity (Amabile, 1983), conceptual learning (Benware & Deci, 1984), self-es- teem (Deci, Schwartz, Sheinman, & Ryan, 1981), and general well-being (Langer & Rodin, 1976) has stimulated psychologists to clarify the antecedent conditions that promote self-determi- nation and to detail the relevance of self-determination to vari-
ABSTRACT The assumption that there are innate integrative or actualizing tendencies underlying personality and social development is reexamined. Rather than viewing such processes as either nonexistent or as automatic, I argue that they are dynamic and dependent upon social-contextual supports Pertaining to basic human psychological needs. To develop this viewpoint, I conceptually link the notion of integrative tendencies to specific developmental processes, namely intrinsic motivation; internalization; and emotional integration. These processes are then shown to be facilitated by conditions that fulfill psychological needs for autonomy, competence, and relatedness, and forestalled within contexts that frustrate these needs. Interactions between psychological needs and contextual supports account, in part, for the domain and situational specificity of motivation, experience, and relative integration. The meaning of psychological needs (vs. wants) is directly considered, as are the relations between concepts of integration and autonomy and those of independence, individualism, efficacy, and cognitive models of “multiple selves.”
This paper describes the development and validation of a general causality orientations scale. Causality orientations are conceptualized as relatively enduring aspects of people that characterize the source of initiation and regulation, and thus the degree of self-determination, of their behavior. Three orientations—autonomy, control, and impersonal—are measured by the three subscales of the instrument. Individuals are given a score on each orientation, thus allowing the use of the theoretically appropriate subscale (or, in some cases, a combination of subscales) to predict affects, cognitions, and behaviors. The scale was shown to have internal consistency and temporal stability. The orientations were shown to fit appropriately into a nomological network of constructs and to relate to various behaviors that were hypothesized to be theoretically relevant.