Unleashing frontline employee creativity through emotional intelligence: a self-determination theory lens

Health simulation is broadly viewed as an appealing, impactful, and innovative enhancement for the education and assessment of health professions students and practitioners. We have seen exponential and global growth in programmes implementing simulation techniques and technologies. Alongside this enthusiasm and growth, the theoretical underpinnings that might guide the efficacy of the field have not always been considered. Many of the principles that guide simulation design, development and practice have been intuited through practical trial and error. In considering how to retrofit theory to practice, we have at our disposal existing theories that may assist with building our practice, expertise, identity as a community of practice, authority and legitimacy as a field. Self-determination theory (SDT) is an established and evolving theory that examines the quality of motivation and human behaviours. It has been applied to a variety of contexts and provides evidence that may support and enhance the practice of health simulation. In this paper, SDT is outlined, and avenues for examining the fit of theory to practice are suggested. Promising links exist between SDT and health simulation. Opportunities and new pathways of discovery await.

Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory

Poor teacher wellbeing has been shown to be one of the leading factors behind rising levels of burnout and attrition within the teaching profession. Research suggests that teacher wellbeing can have a significant impact on pupil outcomes both academically and experientially in schools (Hoguland at al., 2015; White, 2020). This study provides an original contribution to the existing literature through its focus on exploring primary teacher wellbeing in Scotland through the lens of self-determination theory (SDT). SDT proposes that for individuals to feel a positive sense of wellbeing, three basic psychological conditions must be met – competence, autonomy and relatedness. Through exploring these factors, the researchers aimed to gain insight into the conditions which promote wellbeing and those which impinge on it. Semi-structured interviews were conducted with six primary school teachers using an online platform (Microsoft Teams). Data analysis was conducted according to the steps outlined by Braun and Clarke for Reflexive Thematic Analysis (2006, 2013, 2019). The main themes developed – competence, relatedness and autonomy – were extracted and discussed. An overarching theme, which arose as impacting on the satisfaction of these psychological needs is school management practices, in particular the extent to which reciprocal, responsive, trusting relationships with managers can be established. Reflections around researcher subjectivity and using an online platform are discussed. Suggested implications for practice include providing protected supervision times for teachers and more extensive teacher consultation in educational decision-making processes.

Restrictions during the COVID-19 pandemic significantly affected people's opportunities to engage in activities that are meaningful to their lives. In response to these constraints, many people, including older adults, turned to digital technologies as alternative ways to pursue meaningful activities. These technology-mediated activities, however, presented new challenges for older adults’ everyday use of technology. In this paper, we investigate how older adults used digital technologies for meaningful activities during COVID-19 restrictions. We conducted in-depth interviews with 40 older adults and analyzed the interview data through the lens of self-determination theory (SDT). Our analysis shows that using digital technologies for meaningful activities can both support and undermine older people's three basic psychological needs for autonomy, competence, and relatedness. We argue that future technologies should be designed to empower older adults’ content creation, engagement in personal interests, exploration of technology, effortful communication, and participation in beneficent activities.

The importance of emotional labouring and performance of frontline service employees, who in their boundary-spanning positions significantly affect service-rendering organisations’ efficiency by their direct communications with customers, continues to increase. However, it is still important to ascertain an efficient understanding of the comprehensive process including behavioural mechanism and a common perception of the rewards’ impacts on motivation and creativity. Therefore, guided by self-determination theory, this study examined the mechanism and boundary conditions between emotional labour and job performance (creative and task)–specifically, taking charge has been considered as a mediator and performance-based pay as a moderator in between relationships. The authors selected a time-lagged cross-sectional design to investigate interrelations amongst study variables at two different time points and surveyed 417 team members and 186 team leaders in Pakistan’s commercial banks. Findings were consistent with the assumed conceptual framework. For instance, deep-acting affected taking charge positively, surface-acting demonstrated a positive link with task performance and taking charge partially mediated the relationships between deep-acting and performances under boundary conditions of low performance-based pay. By summing up, the study adds to the literature and recommends managerial implications with a more affluent view of nomothetic linkage among frontline employees’ emotional labor, HR practices, and the service sector.

In the wake of the financial challenges brought on by the Coronavirus pandemic, many Indonesians have taken steps to allocate their funds or secure future financial gains through various means, including savings and prudent financial planning. This study aims to explore the investment preparedness of students at Universitas Negeri Makassar through the lens of Self-Determination Theory. This theory emphasizes the role of intrinsic motivation, competence, and relatedness in shaping individual behavior. The research employs a quantitative approach, collecting data through surveys designed according to the principles of Self-Determination Theory. These surveys assess the level of investment preparedness among students and the factors influencing it. The findings are expected to provide valuable insights into the factors that impact students' readiness to invest and the implications for financial education programs on campus. By understanding these factors, educators can better support students in developing the skills and motivation needed to make informed investment decisions, ultimately contributing to their financial well-being and future success.

Entrance to university is marked by significant changes and challenges that can impact mental health and well-being. This study investigated the determinants of psychological distress, coping strategies used, and the availability of support systems among university students in a non-Western country through the lenses of self-determination theory. The thematic analysis of 16 in-depth interviews revealed several academic, socio-demographic, and situational factors crucial in facilitating or impeding university students' sense of self-determination and, consequently, their psychological distress. The study uncovered students' relative preference for avoidance coping mechanisms, the limited presence of perceived formal support systems in higher education institutions, and a clear reliance of students on informal sources of support to buffer the effects of distress. Moreover, it was evident that students perceived their higher education settings as leaning toward being controlling rather than autonomy-supportive. Implications for promoting well-being among university students are discussed.

Objectives This study aims to examine the impact of instructor support on academic burnout among university students through the lens of Self-Determination Theory. Methods This study employs a qualitative case study approach, focusing on instructors, current students, and graduates at a teacher education university in China. The university was purposefully selected for its relevance to the study. Data were gathered through observation, interviews, and artifact collection, and analyzed using the Constant Comparative Method developed by Glaser and Strauss. Results The findings show that students’ academic burnout is primarily characterized by academic disengagement, which manifests emotionally, attitudinally, and behaviorally, as well as by a low sense of achievement. Instructor support, including emotional encouragement, competence cultivation, and autonomy empowerment, not only reduces but also alleviates and prevents academic burnout. Specifically, emotional encouragement promotes positive learning states, while the synergy of emotional encouragement and autonomy empowerment transforms passive learning attitudes and negative behaviors. Furthermore, a holistic approach combining these three supportive forms significantly bolsters students’ self-efficacy. Conclusions This study highlights the pivotal role of instructor support in reducing, alleviating, and preventing academic burnout among university students who are preparing to become future teachers, providing actionable insights for enhancing teacher training programs.

Background – Observing the practical conditions at the bank, frontline employees are the main gateway for the company to serve customers. Frontline employees as an indicator of success in customer service. Employees in the service department often experience stress when dealing with many customers with various problems and characters. Therefore, emotional intelligence and innovative behavior are needed in providing services in dealing with customers in different ways. Innovative behavior can encourage career satisfaction for private bank employees in Surabaya. Objectives – This research examines the moderating influence of emotional intelligence, innovative behavior, career satisfaction, and self-efficacy. Design/ Method/ Approach - The research method uses a quantitative explanatory research design. Questionnaires are used to collect data either directly from respondents or through the Google form. Purposive sampling technique was used to take samples from 156 private bank employees in Surabaya. The collected data were analyzed using SEM-PLS. Results and Discussion – The research results show that emotional intelligence has a positive and significant effect on innovative behavior. Innovative behavior has a positive and significant effect on employee career satisfaction, Emotional intelligence has a positive and significant effect on career satisfaction, Innovative behavior mediates between emotional intelligence and career satisfaction, Self-efficacy moderates between emotional intelligence and innovative behavior, Self-efficacy moderates between emotional intelligence and employee career satisfaction private bank in Surabaya. Conclusion – Emotional intelligence can increase innovative behavior and career satisfaction. Innovative behavior can mediate emotional intelligence and career satisfaction. Self-efficacy can moderate between emotional intelligence on innovative behavior and emotional intelligence on career satisfaction. Research Implications – This study provides recommendations to private bank leaders in Surabaya to pay attention to managing and motivating emotional intelligence, innovative behavior, self-efficacy, and employee career satisfaction to improve performance. Research Limitations - The research sample was only private bank employees in the Surabaya area. Comparative research can be conducted on government bank employees to compare findings. This research was carried out in a cross section manner where only observations were made at the time of the research, preferably requiring longitudinal research.

Emotional intelligence and creative performance: Looking through the lens of environmental uncertainty and cultural intelligence

Taking part in formal classes or social engagement opportunities are important aspects of aging well, yet little is known about the key elements underlying the success of these initiatives. This qualitative study therefore aimed to examine older adults’ views on characteristics of formal classes or opportunities that support engagement. Twenty-four older adults (age range 66–93) from South Australia participated in semi-structured interviews. Transcripts were analyzed, applying the lens of Self Determination Theory (SDT). Specifically, how engaging in these opportunities fulfil psychological needs of autonomy, competence, and relatedness was considered. Characteristics of formal classes or engagement opportunities that were both conducive to their success and SDT need satisfaction included good organization, clear communication, belongingness and alignment with the needs, interests, and resources of participants. We provide a conceptual model which could be applied in designing such opportunities for older adults.

The rapid development of Technology-enhanced learning (TEL) has transformed the smart learning environments into higher education, encouraging greater interactivity, personalization, and learner autonomy. This study employed a mixed methods design to investigate the experiences of undergraduate students in utilising ChatGPT in an educational context aligning with the principles of Self-Determination Theory (SDT). A survey was conducted with 83 undergraduate students in the UAE to gather the quantitative data and further to triangulate through interviews with 20 students. The interviews were categorised based on competence, relatedness, and autonomy. The findings demonstrated ChatGPT’s potential in addressing advanced queries and breaking down intricate information to enhance comprehension, catering to diverse learners. Positive themes were identified indicating ChatGPT’s influence in reducing social anxiety and enhancing learners’ preparedness for professional developments. Additionally, the study reported that ChatGPT’s role in promoting autonomy during the learning activities, aligning with the broader philosophy of self-directed learning. Nevertheless, participants acknowledge the lack of human interaction. The study highlights ChatGPT’s role in promoting autonomy within the learning journey, aligning with the broader philosophy of self-directed learning. The findings contribute valuable pedagogical implications for educators, suggesting supplementary strategies to foster emotional intelligence.

PurposeThis paper aims to explore the link between transformational leadership and employee creativity through the lens of self-determination theory, with psychological empowerment serving as a mediating factor. Additionally, it will examine how financial rewards and job formalization might moderate this relationship.Design/methodology/approachThe research uses a survey approach, targeting employees and supervisors from government ministries in the United Arab Emirates through purposive sampling. The study collected data from 254 participants via an online questionnaire and analyzed it using the partial least squares structural equation modeling technique in SmartPLS4.FindingsThe results show that transformational leadership has a significant impact on the psychological empowerment and creative performance of employees. The relationship between transformative leadership and employee creative performance is mediated by psychological empowerment. Additionally, the moderating effects of financial rewards and job formalization are explored. The findings do not support the moderating role of job formalization, and financial rewards negatively moderate the transformational leadership–psychological empowerment relationship.Research limitations/implicationsThe research is centered on a particular cultural setting and government ministry employees, thus limiting the generalizability.Originality/valueThis study explores at how transformational leadership affects employee creativity, considering the role of psychological empowerment and how financial rewards and job structure might influence this relationship.

Self-Determination Theory (SDT) posits that, within formal school settings, students’ satisfied needs for a positive teacher-student relationship, perceived competence and autonomy may be utilised to predict their engagement with learning activities. The current research was seeking insights through the research question: What does prior SDT-embedded research reveal to be the strongest sociocultural motivational influences upon students’ self-reported engagement with learning in science and other subjects? The findings from an adapted meta-ethnographic review (MER) revealed that, whilst SDT emphasises the importance of autonomy as a basis for students’ engagement with learning, the motivation to exercise autonomy within science (and other curricula subjects) is a potential outcome cumulatively influenced by the students’ perceived competence and quality of the teacher-student relationship. These findings present the three SDT constructs as hierarchical, in that there is an emergent order of influence from the teacher-student relationship quality (SDT: relatedness) and perceived competence (SDT: competence) upon the quality and persistence of students’ motivated desire to be autonomous during learning activities (SDT: autonomy). The findings are significant, in terms of the proposed hierarchy, and enhancing research practitioners understanding of students’ motivation to engage with science learning activities. The findings are presented such that it may be further applied and modified by academics and practitioners as part of their classroom-based research agendas.

University policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fifteen academics were interviewed in June 2023 to explore how change shaped their teaching. Applying the lens of Self Determination Theory (SDT), the data were then analysed to identify how the university’s response to environmental change affected academic wellbeing and performance. The findings suggest that how institutions implement policy decisions, particularly in high stress environments, is critical to understanding how academics respond. This study provides a rationale for why, in times of significant change, clear upper management decision making, and effective resource management systems are essential to support academics in adopting wellbeing and coping behaviours. The authors conclude by recommending that the application of SDT may offer a structured approach for higher education policy makers and management decision makers to identify possible impacts of change on academic motivation, wellbeing and decision making.