Satisfaction Of Need For Autonomy Research Articles

« Reconnaissance du supérieur immédiat et soutien organisationnel perçu en contexte de télétravail forcé : le rôle médiateur de la satisfaction des besoins psychologiques »

Due to the Covid-19 pandemic, teleworking was imposed on several employees in Québec (Canada), suddenly upsetting their work experiences. Drawing on self-determination theory, this study examines whether and how, in the context of forced telework, supervisors’ recognition acts on teleworkers’ need satisfaction and, in turn, on their perception of organizational support. Data were collected among 347 French-speaking employees of professional staff from universities in Québec who answered an online questionnaire. Using the PROCESS macro of SPSS, a series of mediation analyses were conducted. The results reveal that supervisor's recognition at work acts on employees’ perceptions organizational support through satisfaction of need for autonomy and relatedness. These results highlight the importance of supervisor's recognition at work, especially in the context of forced telework.

A Gamified Experiential Learning Intervention for Engaging Students Through Satisfying Needs

A field experiment conducted across an academic semester tested the impact of a gamified experiential learning intervention strategically framing a student response system (SRS) to maximize student engagement through their technology use in class. Participants ( n = 123) aged 9–16 years received an experimental intervention designed to foster intrinsic motivation through optimally challenging engagement. To achieve this, the intervention utilized teamwork, made friendly competence-enhancing competition salient, and created choice. In a comparison condition, students used SRS without these additional enhancements. Students were surveyed at three time points. The experimental intervention reported increasing psychological need satisfaction for autonomy, competence, and relatedness and greater academic well-being. An observer rating demonstrated more classroom behaviors indicative of intrinsic motivation as compared to the comparison condition. The effects of the intervention increasing student-reported and observer-rated academic well-being were due to more immediate beneficial effects of the gamified experiential condition fostering basic psychological needs for autonomy, relatedness, and competence.

Daily receiving and providing of social support at work: identifying support exchange patterns in hierarchical data

ABSTRACT The norm of reciprocity proposes that one who receives support feels obliged to return obtained benefits. Yet how employees regulate the mutual flow of social support with one another does not always follow a reciprocal dynamic, which may have different implications for employee outcomes based on whether social exchanges gain, drain or conserve resources. To better understand support exchange patterns and their relationship with basic need satisfaction (for autonomy, competence and relatedness) and emotional exhaustion in employees’ daily lives, we performed a multilevel latent profile analysis (N = 124 employees, 894 days). At the day level, we identified four support exchange profiles differing in low vs high received and provided social support (i.e., low-reciprocating, under-reciprocating, over-reciprocating and high-reciprocating days). At the person level, we identified three support exchange classes of employees, differing in the degree to which employees showed certain support exchange profiles over time (i.e., over-reciprocators, low-reciprocators and high-reciprocators). Pairwise comparisons with multinomial logistic regression revealed that over-reciprocating days were associated with the highest levels of need satisfaction for autonomy and relatedness and the lowest levels of emotional exhaustion. Moreover, over-reciprocators were most likely to satisfy their needs for autonomy. We discuss theoretical and practical contributions of our findings.

How environmental and psychological factors interact with travel participation after spinal cord injury.

Spinal cord injury (SCI) usually causes neurological impairment, which can make traveling to places challenging. The ability to travel is nevertheless essential for societal participation, and full participation of persons in society after SCI is a key indicator of successful rehabilitation. Research has widely documented lowered level of participation of people living with SCI. To offer insights for effective intervention, the study aims to examine how psychological and environmental factors influence participation in travel related activities after SCI. Based on the self-determination theory (SDT) and the literature in participation research, the study proposed a model depicting the interrelationships among travel barriers, travel need satisfaction, travel motivation and participation of people with SCI in travel-related activities. Cross-sectional quantitative data were collected from 250 individuals enrolled in a SCI model system. Path analysis reveals significant negative effect of travel barriers on respondents' need satisfaction for autonomy, which in turn affects controlled motivation (introjected and external) and amotivation. Only external motivation leads to participation in travel while amotivation negatively influences travel participation. Travel barriers were found to indirectly influence travel participation through need satisfaction for autonomy, external motivation and amotivation. Although people have high intrinsic motivation for travel, they do not travel for fun as much as for external motivations after SCI. Travel barriers can lower people's need satisfaction for autonomy, which results more travel for external motivation. The study provides preliminary evidence supporting an SDT-based travel participation model after SCI. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Feeling Free and Having an Authentic Inner Compass as Important Aspects of the Need for Autonomy in Emerging Adults' Interactions With Their Mothers.

Based on past theorizing and research, we posited that there are two kinds of specific experiences that contribute to the satisfaction of the general need for autonomy in emerging adults, as reflected in volitional, self-endorsed, actions. These experiences are: (1) feeling free, and (2) having a valid authentic inner compass (AIC). In the first study testing this hypothesis, college students in Israel (n = 163, mean age = 21.33), and in China (n = 72, mean age = 23.67) completed measures assessing experiences of freedom and having a valid AIC during contacts with mothers, extent of volitional contacts with mothers, and vitality during contacts with mothers. Confirmatory factor analyses and invariance analysis supported the validity of the measures, and their equivalence across cultures. In the Israeli sample, students also completed a measure assessing the extent to which the sense of having a valid AIC during contacts with one’s mother is based on intrinsic aspirations and goals. As expected, across cultures, participants distinguished between experiences of (a) having a valid AIC, and (b) feeling free. The findings also suggest that experiences of freedom and of having a valid AIC during contacts with mothers are associated with extent of volitional contacts with mother, and subsequent vitality during these contacts. Also as expected, experiencing a valid AIC during contacts with mother was associated with volitional contacts with her and subsequent vitality - only when the AIC was based on intrinsic aspirations. The results suggest that in assessing people’s sense of AIC, it is important to consider the content of the aspirations and goals on which this sense is based. The findings are consistent with the view that feeling free, and having a valid AIC are two specific autonomy experiences which promote a more global experience of need autonomy satisfaction, as indicated by feelings of volitional and self-endorsed action.

Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students' Experiences.

The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students' self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers (Mage = 45.70, SD = 12.79) and their 858 middle-school students (Mage = 13.22, SD = 0.75). A randomized controlled design was adopted in which PE teachers and their students were assigned to the combined face-to-face and web-based, face-to-face alone, web-based alone or control group. Face-to-face intervention was provided to PE teachers within one day in an 8-hour workshop and web-based intervention was provided to PE teachers for a period of four weeks. The combined face-to-face and web-based intervention group was the only study group that demonstrated statistically significant changes in all the study variables (i.e., significant increase in cognitive, organisational, and procedural autonomy-supportive behaviour, in psychological need satisfaction for autonomy, competence and relatedness, and in intrinsic motivation, whereas significant decrease in intimidation, controlling use of grades, and negative conditional regard, and in psychological need frustration for autonomy, competence, and relatedness) compared to the control group at a one-month follow-up. There were no significant differences in any of the study variable, except organisational autonomy support and intimidation, between the web-based intervention group and face-to-face intervention group. Both web-based and face-to-face study group students reported significant gains in most of the study variables compared to the control group students at a one-month follow-up. The current findings suggest that future autonomy-supportive interventions for PE teachers should aim to use combined interventions of face-to-face and web-based approach to gain the greatest intervention effects.

Parental listening when adolescents self-disclose: A preregistered experimental study

Parental listening is believed to be an important quality of parent–child interactions, but its effects on adolescents are not well understood. The current study experimentally manipulated parental listening in video-recordings of an adolescent’s self-disclosure to test effects on anticipated well-being (positive affect, self-esteem, and less negative affect) and self-disclosure intention. Good listening was manipulated in two situations relevant to vaping: hurt feelings of alienation from pressuring peers and having transgressed by vaping. Participants (N = 1001) aged 13–16 years viewed videos and reported on their anticipated reactions. Following a preregistered analytic plan, viewing good listening was found to predict greater well-being and self-disclosure intention. Consistent with self-determination theory, anticipated psychological need satisfaction for autonomy (freedom to be self-congruent) and relatedness (connectedness to parents) mediated the effects of listening on downstream outcomes. Parental listening effects on adolescent outcomes generalized across both situations of disclosure, in line with preregistered hypotheses.

Exploring the Link Between Mentoring and Intangible Outcomes of Entrepreneurship: The Mediating Role of Self-Efficacy and Moderating Effects of Gender.

Entrepreneurship education is increasingly becoming a focal strategy for promoting entrepreneurship, particularly to foster entrepreneurial intentions and startups. However, learning and support are equally important after startup for novice entrepreneurs to gain a good level of confidence to manage their business and achieve the desired outcomes. Using a sample of 189 young self-employed individuals in Uganda, this study examines the differential impact of mentoring and self-efficacy on the achievement of intangible outcomes of entrepreneurship including satisfaction of need for autonomy, work satisfaction and the intention to stay in self-employment. We found self-efficacy to mediate the effects of mentoring on these intangible outcomes. In addition, the results showed substantial gender differences. Whereas women’s satisfaction of the need for autonomy and intention to stay in self-employment were strongly associated with the direct effects of mentoring, their male counterparts seemed to benefit more if mentoring resulted in increased self-efficacy. Overall, our findings suggest that whereas mentoring improves the competence of small business owners and consequently achievement of superior outcomes, mentoring should also focus on boosting self-efficacy which in turn is essential for the application of the entrepreneurial competencies.

Appreciation and depressive symptoms: The moderating role of need satisfaction.

Research has shown that managers who recognize and acknowledge positive employee behaviors and achievements at work foster their health and well-being. In the present 3-wave study, we investigated appreciation from managers in the context of the progression of employees' depressive symptoms across 1 year. Building on self-determination theory, we examined employees' need satisfaction for autonomy, competence, and relatedness as moderating factors, and the mediating role of maladaptive coping (i.e., ruminative thoughts) in this relationship. Findings from 194 employees working in the energy branch of an international company revealed that high appreciation from one's manager was related to less depressive symptoms only for those individuals whose basic need for relatedness was more satisfied at work. We did not find moderator effects with respect to satisfaction of need for autonomy and competence. Further, moderated mediation analyses revealed significant indirect effects for depressive symptoms for lower levels of need satisfaction of relatedness: Appreciation in the context of unsatisfying relationships at work made employees more likely to ruminate about negative events, which was related to more depressive symptoms in the long run. However, ruminative thoughts did not mediate the significant negative relationship between appreciation and depressive symptoms when needs for relatedness were satisfied. The study adds to the discussion that the potential positive impact of appreciation depends on how satisfying social relationships at work are experienced. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

MOTIVASI MENGAJAR GURU DITINJAU DARI KEPUASAN KEBUTUHAN BERDASAR DETERMINASI DIRI

This study specifically aims to analyze the contribution of need satisfaction for autonomy, need satisfaction for competence, and need satisfaction for relatedness that is associated with teacher teaching motivation. The participants of this study were 84 early childhood education programs teachers in Kediri Regency and Tulungagung Regency (100% women, Mage = 31.71 years; SD = 8.86). Data were collected using the Basic Need Satisfaction in General Scale and the Autonomous Motivation for Teaching Questionnaire presented in Indonesian language. Data analysis in this study used descriptive statistical techniques and Pearson correlation technique. The results shows that there is no significant correlation between need satisfaction for autonomy with teaching motivation (r= .043; p = .585), there is significant correlation between need satisfaction for relatedness with teaching motivation (r= .208; p = .008), and there is significant correlation between need satisfaction for competence with teaching motivation (r= .167; p = .031). Understanding teaching motivation based on self-determination may help teachers in disadvantaged areas to improve and recognize self-potential, so that teachers can develop themselves by optimizing need satisfaction as a factor that influences the teacher's activities in teaching.

Autonomous readers: the impact of news customisation on audiences’ psychological and behavioural outcomes

ABSTRACTCustomisation features on news websites and apps provide news readers with increased control over their reading experience by allowing them to choose what they can read next. This study investigated how two types of news customisation features could influence news readers’ need satisfaction for autonomy, news enjoyment, news engagement and intrinsic motivation to continue reading with two experiments. The findings of experiment 1 (n = 47) showed that news readers experienced greater need satisfaction for autonomy and spent more time reading news stories when the stories were provided through customisation features compared to the control condition (non-customisation). Experiment 2 (n = 92) found that participants’ intrinsic motivation to read increased when the stories were presented through the simple customisation feature compared to the no customisation feature. Further, news readers’ locus of control types (internal or external) was found to moderate the effect of the customisation feature on perceived engagement.

The relationship among psychological need satisfaction, class engagement, and academic performance: Evidence from China

Utilizing self-determination theory, the authors examined the relationship among psychological need satisfaction, class engagement, and academic performance among Chinese accounting students. The structural equation modeling analysis indicated that (a) students’ psychological need satisfaction for autonomy, competence, and relatedness were significantly positively associated with their perceived autonomy support from instructors; (b) students’ class engagement was significantly positively associated with their psychological needs for competence and relatedness; and (c) students’ academic performance was significantly positively associated with their class engagement (i.e., effort and persistence). These findings emphasize the importance of satisfying students’ psychological needs in the learning process. Implications for educators are discussed.

Stress in remote work: two studies testing the Demand-Control-Person model

ABSTRACTThe popularity of remote work continues to rise, but uncertainty remains about how it influences employee well-being. We extend the Demand-Control-Person (DCP) model to test both person and job factors as important considerations in remote work, suggesting that emotional stability influences the utility of autonomy as a job resource in protecting employees from strain. Additionally, we test self-determination theory (SDT), positioning need satisfaction for autonomy, relatedness, and competence as mechanisms explaining the relationship between remote work and strain. In two field studies, high–emotional stability employees reporting high levels of autonomy experienced the lowest levels of strain, with negative relationships between extent of remote work and strain. In contrast, low–emotional stability employees who also have high autonomy appear more susceptible to strain, and this may increase when they work remotely more often. Our multilevel structural equation modelling revealed that high–emotional stability employees with high autonomy appear best positioned to meet their needs for autonomy and relatedness, even when remote work is more frequent; these in turn reduced the likelihood of strain. Thus, our results support the DCP and SDT models, revealing theoretical and practical implications for designing and managing remote work arrangements.

Autonomy Support, Need Satisfaction, and Motivation for Support Among Adults With Intellectual Disability: Testing a Self-Determination Theory Model.

The tenets of self-determination theory as applied to support were tested with structural equation modelling for 186 people with ID with a mild to borderline level of functioning. The results showed that (a) perceived autonomy support was positively associated with autonomous motivation and with satisfaction of need for autonomy, relatedness, and competence; (b) autonomous motivation and need satisfaction were associated with higher psychological well-being; (c) autonomous motivation and need satisfaction statistically mediated the association between autonomy support and well-being; and (d) satisfaction of need for autonomy and relatedness was negatively associated with controlled motivation, whereas satisfaction of need for relatedness was positively associated with autonomous motivation. The self-determination theory provides insights relevant for improving support for people with intellectual disability.

Managing the Value Gap among Generations in Organizations: Socio-Psychological Approach

Over the few past decades, value gap among generations has presented new challenges for organizations. Although studies have suggested value congruence as a mechanism to bring generations closer together, this study presents evidence showing that providing an autonomysupportive environment, where higher levels of psychological need satisfaction for autonomy, competence, and relatedness are experienced by employees, facilitates the process of internalization and embrace of others' values. Such a context would result in better communication, mutual understanding, and bridging the generation gap effectively at workplace.

Materialism lowers well‐being: The mediating role of the need for autonomy – correlational and experimental evidence

While there is evidence from the self‐determination perspective for the mediation of basic needs satisfaction in the materialism–well‐being link, no research to date has attempted to examine the relative contribution of the three needs to the mediating effect. Given that the predictive value of psychological needs on well‐being depends upon the match between the need and life domains, in two studies we investigate the differential mediating role of all three needs in the negative relationship between materialism and well‐being. In study 1, 231 adult participants self‐reported their materialistic attitudes, basic needs satisfaction and well‐being. In study 2 (N = 82 undergraduates), we experimentally activated materialistic thoughts and examined their effects on need satisfaction and state well‐being as compared to a neutral control condition. Study 1 furnished cross‐sectional evidence that materialism diminishes well‐being through lower satisfaction of the psychological need for autonomy only. Study 2 showed that experimental activation of materialism via short‐term exposure to pictorial consumer‐cues leads to lower satisfaction of the need for autonomy, which in turn produces higher negative affect among participants. The findings point towards the importance of considering the specific role of the psychological need for autonomy in the materialism–well‐being link.

An investigation into academic burnout among Taiwanese adolescents from the self-determination theory perspective

The present study attempted to explore the relations among Taiwanese eighth graders’ perceptions of teachers’ autonomy support versus psychological control, satisfaction of need for autonomy, work engagement, and academic burnout. Four hundred and seven eighth-grade Taiwanese students completed a self-reported survey assessing the variables described above. Results of this study indicated that students’ perceived autonomy support versus psychological control in the classroom environment, satisfaction of need for autonomy, and work engagement all had significant influences on their experienced academic burnout. In addition, autonomy need satisfaction, vigor, and dedication mediated the relations between perceived autonomy support provided by teachers and student burnout. This study also documented profiles of students with different types of academic burnout. Well-functioning students were the most engaged group characterized by the highest levels of vigor, dedication, and absorption. In contrast, distressed students obtained the lowest scores across all the dimensions of work engagement. Implications for educational practices are discussed.

"Conflict in Teams: Basic Needs, Contextual Behaviors and Performance, a Multilevel Model"

Over the last decades, research in teams has debated the effects of conflict on team performance. Specifically the empirical evidence on the theoretically positive effects of task conflict has been inconclusive. We argue for a broader definition of team performance to gain better understanding of the effects of conflict in teams. With this study we investigate an elaborate model of individual basic need satisfaction, team conflict, contextual team behaviors and team performance. A total of 99 teams participated in a survey based study, including 99 managers and 357 team members. The results show that the satisfaction of need for autonomy, competence and relatedness play an important role in the reduction of relationship conflict and the increase of task conflict. Next to that, we found that relationship conflict was negatively related to contextual team behaviors (team proactivity, reflexivity and creativity), and task conflict was positively related to these team behaviors. Finally, we conclude that team performance rated by the manager consists of the manager’s assessment of contextual performance and the assessment of task performance. We discuss recommendation for research and practical implications.

Workplace bullying and psychological health at work: The mediating role of satisfaction of needs for autonomy, competence and relatedness

The aim of this study was to investigate how exposure to workplace bullying undermines psychological health at work. Drawing on self-determination theory, this study proposes and tests a model in which the experience of workplace bullying predicts poor psychological health at work (higher burnout and lower work engagement) through lack of satisfaction of basic psychological needs (autonomy, competence and relatedness). The results of this study, conducted among 1179 nurses in Quebec, Canada, provide support for the model. Workplace bullying negatively predicted work engagement through employees' unsatisfied needs for autonomy, competence and relatedness. Workplace bullying also positively predicted burnout, via lack of satisfaction of employees' need for autonomy. Invariance analysis also confirmed the robustness of the model across gender and job status. Implications for workplace bullying research and managerial practices are discussed.

Participant Autonomy in Cognitive Behavioral Group Therapy: An Integration of Self-Determination and Cognitive Behavioral Theories

Two studies (N = 109 anxious and depressed patients; N = 94 depressed patients) investigated the role of autonomy as described in self-determination theory as a mechanism of therapeutic change in cognitive behavioral group therapy. Across both studies, results showed that higher need satisfaction for autonomy is related to improved outcomes, and that this relationship is mediated by improvement in cognitions. These findings support the tenets of self-determination theory in that patients who perceived their autonomy needs are satisfied while participating in cognitive behavioral group therapy experienced a greater reduction in negative thinking which was in turn related to more positive therapy outcomes.