scholarly journals Dyadic support exchange and work engagement: An episodic test and expansion of self‐determination theory

2020 ◽  
Vol 93 (3) ◽  
pp. 687-711
Author(s):  
Marijntje E.L. Zeijen ◽  
Paraskevas Petrou ◽  
Arnold B. Bakker ◽  
Benjamin R. Gelderen
Keyword(s):  
Work Engagement ◽  
Self Determination Theory ◽  
Self Determination ◽  
Support Exchange

Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

2015 ◽  
Vol 14 (2) ◽  
pp. 70-79 ◽  
Author(s):  
Simon L. Albrecht
Keyword(s):  
Work Engagement ◽  
Job Demands ◽  
Self Determination Theory ◽  
Structural Equations ◽  
Need Satisfaction ◽  
Self Determination ◽  
Job Resources ◽  
Mediating Effects ◽  
Psychological Need ◽  
Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

Het Job Demands-Resources model

2013 ◽  
Vol 26 (4) ◽  
Author(s):  
Anja Van den Broeck
Keyword(s):  
Work Engagement ◽  
Job Demands ◽  
Job Characteristics ◽  
Employee Motivation ◽  
Underlying Mechanism ◽  
Self Determination Theory ◽  
Doctoral Dissertation ◽  
Self Determination ◽  
Personal Resource ◽  
Job Challenges

The Job Demands-Resources model: A motivational analysis from Self-Determination Theory The Job Demands-Resources model: A motivational analysis from Self-Determination Theory This article concerns the doctoral dissertation of Van den Broeck (2010) which details employee motivation from two different recent perspectives: the job demands-resources model (JD-R model) and the self-determination theory (SDT). This article primarily highlights how the studies of this dissertation add to the JD-R model by relying on SDT. First, a distinction is made between two types of job demands: job hindrances and job challenges. Second, motivation is shown to represent the underlying mechanism of all relationships from job characteristics to burnout and work engagement, as detailed in the JD-R model. Finally, motivation is considered as a personal resource protecting employees from detrimental environmental influences and assisting them in making maximum use of beneficial job characteristics. In conclusion, this article highlights how the dissertation, based on a positive view on mankind, puts motivation to the fore in the JD-R model.

Can Different Types of Non-Territorial Working Satisfy Employees’ Needs for Autonomy and Belongingness? Insights From Self-Determination Theory

2020 ◽  
pp. 001391652094260
Author(s):  
Gabrielle Gatt ◽  
Lixin Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Work Engagement ◽  
Affective Commitment ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Relationship Of ◽  
The Relationship ◽  
Work Arrangement

Organizations are increasingly adopting non-territorial organizational models with unassigned desks. However, previous research has: (1) shown mixed results regarding the impact of non-territorial working on employees, (2) largely examined non-territorial working in its purest sense without considering the nuanced differences in non-territorial working, and (3) not understood the mechanisms underlying the relation between non-territorial working and employee outcomes. To address these research gaps, we apply self-determination theory, which argues that meeting basic psychological needs of autonomy and belonging allows optimal human development, to the physical environment of office spaces. Specifically, we investigated whether the relationship of two types of non-territorial working with employee work engagement, emotional exhaustion, job satisfaction, and affective commitment is mediated via autonomy over office spaces and belongingness. Data were collected from 127 working New Zealanders who have adopted two types of non-territorial working (i.e., work arrangement 1 and work arrangement 2) in an organization. We found that although workers with work arrangement 2 did not report higher belongingness than those with work arrangement 1, workers with work arrangement 1 reported higher autonomy over office spaces than those with work arrangement 2. Moreover, belongingness was related to higher work engagement, job satisfaction, and affective commitment but lower emotional exhaustion, while autonomy over office spaces was related to increased job satisfaction and affective commitment but decreased emotional exhaustion. We also found that autonomy over office spaces, but not belongingness, mediated the relationship of non-territorial working with emotional exhaustion and job satisfaction.

De motivatie en prestatie van werkverslaafde, bevlogen en opgebrande werknemers

2012 ◽  
Vol 25 (4) ◽  
Author(s):  
Nahymja Nijhuis ◽  
Ilona van Beek ◽  
Toon Taris ◽  
Wilmar Schaufeli
Keyword(s):  
Work Engagement ◽  
Structural Equation ◽  
Work Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Equation Modeling ◽  
Role Performance ◽  
Motivational Regulation ◽  
Intrinsic Regulation ◽  
And Performance

The motivation and performance of workaholic, engaged and burned-out workers The motivation and performance of workaholic, engaged and burned-out workers Based on Deci and Ryan’s Self-Determination Theory, the present study investigated the work motivation of workaholic, work engaged, and burned-out employees. Furthermore, it investigated how these employees perform. Data were collected among employees of a Dutch bank (N = 680). Using Structural Equation Modeling, the present study showed that workaholism is primarily associated with introjected motivational regulation, work engagement is primarily associated with intrinsic regulation, and burnout is primarily associated with amotivation. Furthermore, a positive relation was observed between work engagement and extra-role performance and a negative relation between burnout and in-role performance. The present study provides insight into the motivational regulation of workaholic, work engaged, and burned-out employees, suggests that work engagement and burn-out are related to job performance, underlines the usefulness of the Self-Determination Theory for the field of Work and Organizational Psychology, and offers practical suggestions for reducing workaholism and burnout and promoting work engagement.

scholarly journals Pengaruh Keterikatan Kerja dan Dukungan Rekan Kerja terhadap Kinerja Tugas

2020 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Farah Putri Wenang Lusianingrum ◽  
Lina Affifatusholihah ◽  
Fadhilah Fadhilah
Keyword(s):  
Work Environment ◽  
Task Performance ◽  
Work Engagement ◽  
Quantitative Research ◽  
Self Determination Theory ◽  
Provincial Government ◽  
Self Determination ◽  
Government Employees ◽  
Coworker Support ◽  
Quantitative Research Methods

This study tries to explain the antecedents of task performance using Self Determination Theory from autonomy and relatedness elements that are often ignored in the work environment. The autonomy element is represented by work engagement and the relatedness element is represented by the coworker support. The purpose of the study was to examine the effect of work engagement and coworker support on task performance. Thus, quantitative research methods were chosen because according with the research objectives. Yogyakarta Provincial Government employees who have worked for 2 years as many as 150 people are respondents in this study. The results of the study prove that work engagement and coworker support contribute to the improvement of employee task performance.

Workplace Bullying and Work Engagement: A Self-Determination Model

2017 ◽  
Vol 35 (21-22) ◽  
pp. 4686-4708 ◽  
Author(s):  
Alan K. Goodboy ◽  
Matthew M. Martin ◽  
San Bolkan
Keyword(s):  
Intrinsic Motivation ◽  
Work Engagement ◽  
Workplace Bullying ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Full Time ◽  
Multiple Mediation ◽  
Motivation To Work

This study modeled motivational mechanisms that explain the negative effects of workplace bullying on work engagement. Guided by self-determination theory, workplace bullying was predicted to decrease worker engagement indirectly, due to the denial of employees’ basic psychological needs and their intrinsic motivation to work. From a sample of 243 full-time employees, serial multiple mediation models revealed that the indirect relationships between workplace bullying and work engagement (i.e., vigor, dedication, absorption) were serially mediated by basic psychological needs and intrinsic motivation to work. In support of self-determination theory, this study revealed that workplace bullying indirectly disengages employees from their work by denying them of their autonomy and relatedness needs and thwarting their motivation to perform work in a fulfilling way.

scholarly journals Teachers’ autonomous motivation and work engagement: The role of the principal’s democratic leadership style and psychological climate

2021 ◽  
Vol 23 (9) ◽  
pp. 115-141
Author(s):  
L. A. Mokretsova ◽  
O. A. Sychev ◽  
A. M. Bespalov ◽  
M. S. Vlasov ◽  
M. M. Prudnikova
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Work Engagement ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Psychological Climate ◽  
Self Determination ◽  
Democratic Leadership

Introduction. The dependence of autonomous motivation of teachers on the principal’s leadership style was previously considered on the basis of the concept of transformational leadership by B. Bass, whereas its relationship with the styles described in the concept of K. Levin is understudied. The mediators of relations between leadership styles and teachers’ motivation are not sufficiently studied. According to the self-determination theory, such mediators can include psychological climate.Aim. The aim of the current research was to develop an integrative concept of leadership styles by K. Lewin and the theory of self-determination by E. Deci and R. Ryan model of dependence of teachers’ professional motivation and work engagement on the principal’s leadership styles. An additional task was to analyse the mediating role of the psychological climate of the school staff.Methodology and research methods. The correlational research was realised with the sample comprising 238 secondary school teachers in Biysk. The participants answered the Professional Motivation Questionnaire, Utrecht Work Engagement Scale, Style of Leadership Questionnaire and Group Atmosphere Scale. During processing of obtained data the authors used correlation analysis, t-tests for comparison of means and structural equation modelling.Results. The elaborated structural model demonstrates that the democratic leadership style of the school principal is positively related to the autonomous motivation of teachers directly and indirectly through the psychological climate. The principal’s liberal leadership style is inversely related to teachers’ work engagement. In terms of self-determination theory, these results reflect different opportunities to meet the basic psychological needs of employees in teams with different psychological climate and principal’s leadership style.Scientific novelty includes elaborated model describing the relationship of principals’ leadership styles according to K. Lewin’s typology with autonomous motivation and work engagement of teachers. The revealed effect of partial mediation of relations between democratic leadership style and autonomous motivation of teachers through psychological climate clarifies the ideas about the system of socio-psychological factors of professional motivation.Practical significance consists in usage of the results for improvement of psychological training of principals, optimisation of their leadership style for creating better psychological atmosphere and support for teachers’ productive motivation.

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