Self-determination trajectories during police officers' vocational training program: A growth mixture analysis

Gillet, Nicolas; Morin, Alexandre J. S.; Huart, Isabelle; Odry, Dominique; Chevalier, Séverine; Coillot, Hélène; Fouquereau, Evelyne

doi:10.1016/j.jvb.2018.09.005

Cited by 20 publications

(31 citation statements)

References 120 publications

(138 reference statements)

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“…Since the purpose is the basis of the model and determines the content of all pedagogical components (Gillet et al, 2018), the first and most significant element of the model for supporting professional self- 502 support for professional self-determination for students of technical universities is to develop the competence of professional self-determination of subjects of pedagogical support (applicants, students, masters, graduate students) (Beebe & Masteerson, 1986).…”

Section: Resultsmentioning

confidence: 99%

Functional Model Of Pedagogical Support For Professional Self-Determination For Technical Universities Students

Lomakina¹,

Kryzhanovskaya²

2020

European Proceedings of Social and Behavioural Sciences

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Section: Resultsmentioning

confidence: 99%

Functional Model Of Pedagogical Support For Professional Self-Determination For Technical Universities Students

Lomakina¹,

Kryzhanovskaya²

2020

European Proceedings of Social and Behavioural Sciences

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“…Generally, these studies reveal slightly decreasing trajectories of autonomous motivation and slightly increasing trajectories of controlled motivation as students become older (e.g., Leroy & Bressoux, 2016;Maulana et al, 2013). One more recent study (Gillet et al, 2018a) of upcoming police officers undergoing vocational training revealed that three profiles best represented trainees' motivational trajectories over a period of 41 weeks: (a) one displaying high initial levels of autonomous motivation and a slight increasing tendency; (b) one displaying moderate initial levels of autonomous motivation and a very slight decreasing tendency; and (c) one displaying low initial levels of autonomous motivation and a slight decreasing tendency.…”

Section: Empirical Evidencementioning

confidence: 94%

“…A second intimately-related limitation stems from the dearth of research evidence concerning the characteristics of the training context involved in supporting autonomous motivation and limiting controlled motivation. In this regard, Gillet et al (2018a) did document the role of demands and resources linked to the training context (peer support, work load, emotional load, and mental load; similar work characteristics were also studied by Fernet et al, 2020a). However, it would be even more informative for purposes of intervention to focus on drivers falling more directly under the control of the trainers, such as their autonomy-supportive behaviors (Deci et al, 1989), which are a focal point of the present study.…”

Section: Empirical Evidencementioning

confidence: 97%

“…One of those limitations comes from the lack of research specifically focused on the professional training context. In this regard, only Gillet et al (2018a) specifically focused on individuals enrolled in a vocational training program. However, even then, participants can still be considered to be students training to start their work as police officers.…”

Section: Empirical Evidencementioning

confidence: 99%

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Nature, predictor, and outcomes of motivation trajectories during a professional training program

Sandrin

Morin

Fernet

et al. 2021

European Journal of Work and Organizational Psychology

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Trainees' motivation is an important factor to consider in order to strengthen their learning, wellbeing, and involvement in training sessions. Unfortunately, prior research has often adopted a static (cross-sectional) and unidimensional perspective of training motivation, been limited by the consideration of a very limited range of outcomes, and failed to consider the possible predictors of trainees' motivation. To address these limitations, the present study examines the shape, determinants (autonomy-supportive behaviors), and outcomes (positive and negative affect, fatigue, engagement, learning, and satisfaction) of autonomous and controlled motivation trajectories over the course of a professional training program. A sample of 43 employees completed the measures on four occasions (first day, three weeks, 10 weeks, and 14 weeks) over the course of a 14-week professional training program. This study also relies on a burst design, whereby employees completed each measure twice (with a half-day interval) at each measurement occasion to achieve a more accurate representation of occasion-specific ratings. Results from three-level growth analyses (with the two bursts at Level 1, four occasions at Level 2, and participants at Level 3) showed that autonomous motivation, negative affect, learning, and satisfaction appeared to follow curvilinear trajectories, whereas autonomy support and positive affect followed linear trajectories. In contrast, controlled motivation, fatigue, and engagement levels remained stable over time, consistent with an intercept-only model. Furthermore, higher levels of autonomy support were associated with higher levels of autonomous motivation, and lower levels of controlled motivation over time. Finally, higher initial levels of autonomous motivation predicted higher levels of positive affect, learning, satisfaction, and engagement, and lower levels of fatigue over time, whereas higher initial levels of controlled motivation predicted higher levels of fatigue over time.

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“…In employee motivation realms, workers view stressors (in our case, negative feedback information) as challenges or hindrances to goal achievement. These beliefs, then, become the basis for future effort and demand expectations (Gillet et al, 2018). According to Cavanaugh, Boswell, Roehling, and Boudreau (2000), motivation and ability to adjust to goal-attainment threats are dependent on the appraisal.…”

Section: A Goal-setting Framework Of Gritmentioning

confidence: 99%

Toward a Work Motivation Conceptualization of Grit in Organizations

Jordan

Ferris

Hochwarter

et al. 2019

Group & Organization Management

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Despite its widespread media acclaim and recognition as a strategic imperative, the role of grit in organizational research remains unclear. This ambiguity resulted from inconsistent empirical findings, thus triggering a pessimistic outlook for the construct across disciplines. To address these issues, we suggest that such confusion and lack of construct and predictive validity stem from not only methodological issues but also a lack of theoretical sophistication. In this article, we address methodological issues, focusing mainly on construct and criterion-related validity, by showing how traditional definitional components of grit are absent in existing measures. Next, we address theoretical issues impeding progress by developing a new work motivation conceptualization of the construct. To do so, we focus primarily on noncognitive ability, purpose-driven long-term goal setting, and task strategy (i.e., short-term goal) adaptation. Finally, we develop an organizing framework examining how, and under what conditions, work-related goal setting manifests, highlighting grit’s distinction from other historically related constructs. Coupled with the assumption that individuals hold higher order organizational goals toward which they are passionate, our organizing framework includes feedback mechanisms accounting for grit’s developmental properties over time. Finally, we acknowledge significant areas for future research and potential practical implications.

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Self-determination trajectories during police officers' vocational training program: A growth mixture analysis

Abstract: Self-determination trajectories during police officers' vocational training program: A growth mixture analysis.

Cited by 20 publications

References 120 publications

Functional Model Of Pedagogical Support For Professional Self-Determination For Technical Universities Students

Functional Model Of Pedagogical Support For Professional Self-Determination For Technical Universities Students

Nature, predictor, and outcomes of motivation trajectories during a professional training program

Toward a Work Motivation Conceptualization of Grit in Organizations

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