No abstract

No abstract

No abstract

Organizations could deliver training programmes for their managers aimed at enhancing the use of fair procedures in allocating outcomes and developing their autonomy-supportive behaviours to improve nurses' work satisfaction, organizational identification and job performance.

The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years, a slow stabilization until 15 years old, followed by an increase after that point. Second, non self-determined extrinsic motivation showed a decrease up to 12 years old and a slow stabilization after that point. Finally, amotivation was relatively low and stable from age 9 to 17 years. Of importance is that the present results also revealed that teacher autonomy support mediated the age-school motivation relationships. The present results underscore the importance of a better understanding of the mechanisms through which lower intrinsic motivation and self-determined extrinsic motivation in older students take place, eventually leading to appropriate interventions and optimal motivation in students of all ages.Much research has documented the role of intrinsic and extrinsic motivation in educational outcomes. For instance, intrinsic motivation (or engaging in the activity for its own sake) has been found to facilitate conceptual learning, performance, school

Highlights• Results revealed six distinct motivation profiles.• The six profiles were identical at both measurement points.• Membership into the six profiles was stable over time.

Using self-determination theory (Deci & Ryan, 2008) as a guiding theoretical framework, the present research tested a model that incorporates (a) police officers' perceptions of organizational and supervisor support (i.e., the degree to which organizations or supervisors value the police officers' contributions and care about their well-being); (b) global, domain specific (i.e., work) and situational (i.e., in a training session) motivation; and (c) engagement. The hypothesized model was tested using two samples of police officers. In Study 1, results revealed that work motivation was significantly related to both intraindividual (global motivation) and contextual (organizational support) factors. In addition, self-determined work motivation was positively related to work engagement. Using a cross-sectional design with multiple measurement points, these results were replicated at the situational level (i.e., in a training session) in Study 2. The present results underscore the importance of understanding the mechanisms through which work engagement can be enhanced. Specifically, to improve police officers' work engagement, organizations and supervisors must attempt to promote the police officers' self-determined motivation.

The aim of this article is to briefly review the literature on stigmatization and more generally identity threats, to focus more specifically of the way people appraise and cope with those threatening situations. Based on the transactional model of stress and coping of Lazarus and Folkman (1984), we propose a model of coping with identity threats that takes into accounts the principle characteristic of stigma, its devaluing aspect. We present a model with specific antecedents, a refined appraisal phase and a new classification of coping strategies based on the motives that may be elicited by the threatening situation, those of protecting and/or enhancing the personal and/or social identity.