The role of supervisor support and basic psychological needs in predicting work engagement, burnout and turnover intentions in a medical contract research service setting

2021 ◽  
Author(s):  
Marita M. Heyns ◽  
Sean McCallaghan ◽  
Elizabeth H. de Wet
Keyword(s):  
Work Engagement ◽  
Turnover Intentions ◽  
Supervisor Support ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Contract Research ◽  
Service Setting ◽  
Research Service

How engaging leaders foster employees' work engagement

2020 ◽  
Vol 41 (8) ◽  
pp. 1155-1169
Author(s):  
Vivi Gusrini Rahmadani ◽  
Wilmar B. Schaufeli ◽  
Jeroen Stouten
Keyword(s):  
Work Engagement ◽  
Longitudinal Design ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Content Type ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

PurposeThe current study investigates the mediating role of job resources (JRs) (i.e. person-–ob fit, value congruence, alignment, job control, use of skills, participation in decision-making, coworker support and performance feedback) and basic psychological need satisfaction at work (i.e. autonomy, relatedness, competence and meaningfulness) in the relationship between engaging leadership (EL) (i.e. inspiring, strengthening, empowering and connecting) and work engagement.Design/methodology/approachStructural equation analysis was used to test the mediation hypotheses, using a two-wave longitudinal design and an Indonesian sample of 412 employees from an agribusiness state-owned company.FindingsThe results show that EL at baseline 2017 (T1) predicts T1–T2 increase in work engagement (WE) directly, as well as indirectly through T1 JRs, and T1–T2 increase in basic psychological need satisfaction.Originality/valueThis research extends the job demands-resources (JD-R) model by showing the important role of ELfor fostering WE through increasing JRs and satisfying basic psychological needs at work.

scholarly journals Job attitudes as a predictor of work engagement of the lecturing staff at the University of Namibia

2019 ◽  
Vol 17 ◽  
Author(s):  
Wesley R. Pieters ◽  
Ebben Van Zyl ◽  
Petrus Nel
Keyword(s):  
Work Engagement ◽  
Job Attitudes ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Organisational Commitment ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
The University ◽  
Psychological Need Satisfaction

Orientation: Engaged employees contribute to the success and productivity of an organisation. Satisfaction of basic psychological needs and organisational commitment (job attitudes) impact positively on work engagement of the lecturing staff.Research purpose: The purpose of this study was to investigate the effect of basic psychological need satisfaction and organisational commitment on work engagement of the lecturing staff.Motivation for the study: Organisations realise their objectives through their employees. When employees are not satisfied or committed at work, it can result in low levels of work engagement, absenteeism, exhaustion, cynicism, low productivity and turnover.Research approach/design and method: A cross-sectional survey design was used to collect data of the lecturing staff at the University of Namibia (n = 242). Cronbach’s alpha coefficients, Pearson correlation coefficient and multiple regression analyses were used to analyse the data.Main findings: This study found a positive relationship between basic psychological need satisfaction, organisational commitment and work engagement. Normative and affective commitment was found to be significant predictors of vigour, dedication and absorption (work engagement).Practical/managerial implications: Organisations need to include staff members in the decision-making process, allow employees to direct work-related activities, conduct team-building activities, provide training and development activities and regularly assess job satisfaction of the employees.Contribution/value-add: The novelty of this study in Namibia will add to knowledge within industrial or organisational psychology, encourage future research and guide the development of interventions.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

scholarly journals Agentic Engagement and Test Anxiety: The Mediatory Role of the Basic Psychological Needs

SAGE Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 215824401877288
Author(s):  
Farnaz Mehdipour Maralani ◽  
Azre Shalbaf ◽  
Masoud Gholamali Lavasani
Keyword(s):  
Test Anxiety ◽  
Psychological Needs ◽  
Basic Psychological Needs
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