The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organisation

Abstract

We examine relations between perceived organisational autonomy support and different types of work motivation and well-being outcomes in 266 teachers from two government schools in China. We hypothesised that greater autonomy support would be associated with more autonomous forms of employee motivation, and that teacher motivation would in turn mediate the effects of autonomy support on indicators of work well-being (i.e., job satisfaction, work stress and physical ill symptoms). Results generally supported the hypothesised relations between perceived autonomy support and SDT's five types of motivations. Findings also showed that perceived autonomy support predicted job satisfaction directly and indirectly through the mediating roles of intrinsic motivation, identified regulation, introjected regulation and external regulation. Perceived autonomy support predicted work stress directly and indirectly through the mediating roles of external regulation and amotivation. Autonomy support also predicted illness symptoms via the mediating roles of intrinsic motivation, introjected regulation and amotivation. The current findings highlight how perceived organisational support for autonomy relates to motivational differences in a Chinese work context, and the potential relevance of autonomy support for employee well-being.

Effects of motivation and workload on firefighters' perceived health, stress, and performance

“…These needs can be notably thwarted through supervisors' undermining behaviours (e.g., spreading rumours and talking down; Duffy, Ganster, & Pagon, ). In contrast, they are satisfied through supervisors' autonomy‐supportive behaviours (i.e., explain the reasons that justify the achievement of professional tasks, encourage initiative, and take into account workers' needs and opinions; Nie, Chua, Yeung, Ryan, & Chan, ), perceived organizational support (i.e., employees' perceptions of the extent to which their organization cares about their well‐being and values their contributions), and positive feedbacks about the accomplished work.…”

Optimizing Students’ Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective

“…For example, Nie, Chua, Yeung, Ryan, and Chan ( 2014 ) recently studied teachers' motivation in Chinese public schools. They found that teachers who experienced more autonomy support from their supervisors also evidenced more intrinsic motivation and identifi ed regulation in their role as teachers.…”

Autonomie als Prädiktor intrinsischer Motivation im Schulsport

“…Er umfasst Verhaltensbereiche, wie das Beantworten von Fragen und das Anbieten von Wahlmöglichkeiten. Die positiven Effekte von Autonomieunterstützung zeigen sich im Arbeits- (Baard, Deci & Ryan, 2004;Güntert, 2015;Lynch, Plant & Ryan, 2005;Nie, Chua, Yeung, Ryan & Chan, 2015;Williams et al, 2009) und Schulkontext (Hagger & Chatzisarantis, 2015;Sheldon & Krieger, 2007;Vansteenkiste, Simons, Lens, Soenens & Matos, 2005). Auch Studien im Sportkontext zeigen, dass autonomieunterstüt-zendes Verhalten von Sportlehrpersonen mit mehr Motivation, höherem Wohlbefinden und einer größeren Persistenz beim Training einhergeht (Adie et al, 2008;Adie, Duda & Ntoumanis, 2012;Edmunds, Ntoumanis & Duda, 2006;Fenton et al, 2016;How, Whipp, Dimmock & Jackson, 2013).…”