Understanding and shaping the future of work with self-determination theory

Gagné, Marylène; Parker, Sharon K.; Griffin, Mark; Dunlop, Patrick D.; Knight, Caroline; Klonek, Florian E.; Parent‐Rocheleau, Xavier

doi:10.1038/s44159-022-00056-w

Cited by 104 publications

(95 citation statements)

References 213 publications

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“…In other words, when autonomy, competence and relatedness are met in the workplace, higher levels of commitment, job satisfaction, and employee motivation can be observed among organization members. 76,77 This partially corroborates the findings of Marshall, 87 who demonstrated that empowerment does not influence job stress. The contradictions detected in the academic literature may be explained by the context in which the research was conducted, as detailed in the next section.…”

supporting

confidence: 87%

“…Finally, Gagné et al 77 stated that increasing levels of psychological empowerment in the workplace, particularly self-determination, requires that autonomy, competence, and relatedness are met. 77 However, the findings of present research indicate that job stress levels can also be reduced when perceived autonomy is achieved.…”

Section: Discussionmentioning

confidence: 99%

“…Despite contradictory results in the relationship between psychological empowerment and job stress, recent studies in other professional settings support the negative and significant relationship between both variables, indicating that high levels of psychological empowerment decrease the effects of job stress. 45,70,[76][77][78] Thereby, given the impact of psychological empowerment in various professions, it can be assumed that all psychological empowerment dimensions may also function as mechanisms to reduce work stress in higher education institutions. Thus, the following research hypotheses were proposed to analyze the relationship between these variables, considering each of the dimensions of psychological empowerment:…”

Section: Research Hypothesesmentioning

confidence: 99%

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Psychological Empowerment and Job Stress in Higher Education Institutions in Ecuador

Jácome¹,

Chión²

2022

PRBM

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Purpose Both psychological empowerment and job stress have been the subjects of great concern, studied mainly in developed countries. In emerging economies, few studies have contributed to the knowledge of the relationship between these two constructs. This study analyzed the relationship between the dimensions of psychological empowerment and job stress in tenured professors from public higher education institutions in Ecuador during 2019, providing insights for achieving better results regarding the productivity and well-being of teachers. This research seeks to bridge the knowledge gap concerning psychological empowerment and job stress within an academic context in an emerging economy. Methods In this quantitative study, a confirmatory model was proposed. Correlation analysis was used to investigate whether psychological empowerment dimensions are related to job stress. Data were collected from a sample of 200 tenured professors working at public universities located in Zone 3 of Ecuador in 2019. The instrument applied for psychological empowerment was proposed by Spreitzer, composed of four dimensions—meaning, competence, impact, and autonomy. For job stress, the Occupational Stress Inventory-Revised (OSI-R) instrument applied was proposed and revised by Osipow. Results Through structural equation modeling with partial least squares, it was possible to demonstrate that psychological empowerment reduces levels of job stress only when it is perceived that there is autonomy, fewer limitations, and more freedom. No evidence was identified that other components of psychological empowerment, such as meaning, competence, and impact, are related to job stress. Conclusion The results indicated that the model used to explain the relationship between these variables had weak predictive power. Furthermore, only one research hypothesis is accepted. Finally, these findings are corroborated and explained by the different perspectives presented by various authors.

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confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Research Hypothesesmentioning

confidence: 99%

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Psychological Empowerment and Job Stress in Higher Education Institutions in Ecuador

Jácome¹,

Chión²

2022

PRBM

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“…The rapidly evolving (hybrid) school environment can benefit from teachers' adaptive and proactive performance behaviours (Collie et al, 2020), as such an environment is characterised by uncertainty. In uncertain or unpredictable environments, adaptability and proactivity matter more than proficiency (Gagné et al, 2022;Griffin et al, 2007), and the current study illustrates how this can be achieved.…”

Section: Discussionmentioning

confidence: 79%

Organisational support and teachers’ performance: The moderating role of job crafting

Toit

Redelinghuys²,

Vaart³

2022

SA j. ind. psychol.

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Orientation: Teachers fulfil an essential role in students’ learning and the prosperity of nations. Hence, teacher performance, and the determinants thereof, are vital to understand.Research purpose: To extend the conversation on teacher performance in a non-WEIRD (Western, educated, industrialised and democratic) nation, the authors aimed to investigate potential factors that may influence teachers’ performance, specifically from the perspective of perceived organisational support (POS) and job crafting.Motivation for the study: Due to the widespread impact of teacher performance and the potential of both POS and job crafting to enable it, it is valuable to investigate the collective effect of these variables on individual work performance.Research approach/design and method: This quantitative cross-sectional study involved 207 teachers conveniently sampled from private educational organisations in Gauteng. The Survey of Perceived Organisational Support, Job Crafting Questionnaire and an Individual Work Performance Subscale were administered to assess the study variables. Structural equation modelling was employed to confirm the dimensionality of the scales, followed by moderation analysis for hypothesis testing.Main findings: The results of the moderation analysis showed that the effect of POS on teachers’ performance is conditional upon teachers’ job crafting behaviours in the organisation. More specifically, organisational support matters for teachers’ performance but only for those with low to moderate levels of job crafting.Practical/managerial implications: Organisations could implement interventions to enhance teachers’ perceptions of support from the organisation to improve their performance. Simultaneously, organisations can invest in interventions that teach teachers to craft their jobs and create organisational environments that foster job crafting behaviours.Contribution/value-add: The study contributes to the limited body of literature on teachers’ performance in a developing context and literature on organisational support and job crafting.

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“…The individual's motivation is deeply rooted in the Self-Determination Theory-SDT [22,23]. It is a widely accepted theory applied in various fields (e.g., education, healthcare, sports) as well as in organisational management [24].…”

Section: Work Motivationmentioning

confidence: 99%

A Conceptual Model of Nurses’ Turnover Intention

Smokrović

Kizivat

Bajan

et al. 2022

IJERPH

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The World Health Organisation predicts a lack of 15 million health professionals by 2030. The lack of licenced professionals is a problem that keeps emerging and is carefully studied on a global level. Strategic objectives aimed at stimulating employment, improving working conditions, and keeping the nurses on board greatly depends on identifying factors that contribute to their turnover. The aim of this study was to present a conceptual model based on predictors of nurses’ turnover intention. Methods: A quantitative, non-experimental research design was used. A total of 308 registered nurses (RNs) took part in the study. The Multidimensional Work Motivation Scale (MWMS) and Practice Environment Scale of the Nursing Work Index (PES-NWI) were used. Results: The conceptual model, based on the binary regression models, relies on two direct significant predictors and four indirect significant predictors of turnover intention. The direct predictors are job satisfaction (OR = 0.23) and absenteeism (OR = 2.5). Indirect predictors that affect turnover intention via job satisfaction are: amotivation (OR = 0.59), identified regulation (OR = 0.54), intrinsic motivation (OR = 1.67), and nurse manager ability, leadership and support of nurses (OR = 1.51). Conclusions: The results of the study indicate strategic issues that need to be addressed to retain the nursing workforce. There is a need to ensure positive perceptions and support from managers, maintain intrinsic motivation, and promote even higher levels of motivation to achieve satisfactory levels of job satisfaction.

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Understanding and shaping the future of work with self-determination theory

Cited by 104 publications

References 213 publications

Psychological Empowerment and Job Stress in Higher Education Institutions in Ecuador

Psychological Empowerment and Job Stress in Higher Education Institutions in Ecuador

Organisational support and teachers’ performance: The moderating role of job crafting

A Conceptual Model of Nurses’ Turnover Intention

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