The Moderating Role of Teacher Involvement: A Self-Determination Theory Perspective

2016 ◽  
Author(s):  
Inok Ahn ◽  
Helen Patrick
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
Teacher Involvement ◽  
Moderating Role

Fuel the service fire

2020 ◽  
Vol 32 (5) ◽  
pp. 1755-1773
Author(s):  
Long-Zeng Wu ◽  
Yijiao Ye ◽  
Xuan-Mei Cheng ◽  
Ho Kwong Kwan ◽  
Yijing Lyu
Keyword(s):  
Customer Service ◽  
Self Determination Theory ◽  
Service Performance ◽  
Self Determination ◽  
Content Type ◽  
Service Outcomes ◽  
Time Lagged ◽  
Moderating Role ◽  
New Framework

Purpose Drawing from self-determination theory, this study aims to examine the effect of leader humor on frontline hospitality employees’ service performance and proactive customer service performance (PCSP) via harmonious passion (HP) for work with employee neuroticism as the moderating mechanism. Design/methodology/approach This study controlled for the nested effect and tested all the hypotheses with Mplus 7.0 using a time-lagged three-wave survey of 232 Chinese supervisor–subordinate dyads. Findings The results indicated that leader humor promotes frontline hospitality employees’ service performance and PCSP by enhancing their HP. Furthermore, neuroticism was shown to strengthen the direct impact of leader humor on employee HP and its indirect impact on employee service performance and employee PCSP through HP. Originality/value First, this research contributes to the leader humor literature through exploring its impact on the service performance and PCSP of frontline hospitality employees. Second, this research develops a new framework to explain the leader humor-employee service outcomes relationship using self-determination theory. Finally, the focus on the moderating role of neuroticism helps to explain the “when” question of leader humor.

Proactive personality and employee outcomes: The moderating role of team autonomy

2021 ◽  
Vol 49 (8) ◽  
pp. 1-11
Author(s):  
Zhao Bao ◽  
Mengliang Shi ◽  
Yunpeng He ◽  
Ping Luo
Keyword(s):  
Empirical Support ◽  
Self Determination Theory ◽  
Helping Behavior ◽  
Proactive Personality ◽  
Path Model ◽  
Self Determination ◽  
Private Company ◽  
The Impact ◽  
Moderating Role

We used self-determination theory to investigate the effects of proactive personality on employees' work engagement and helping behavior, as well as the moderating role of team autonomy in this relationship. Twowave data were collected from 75 sales teams (75 team leaders and 464 team members) from a large private company in South China. Multilevel path model analysis was used to test our hypotheses. The impact of proactive personality was amplified in teams with a higher level of team autonomy. Our findings not only provide empirical support for self-determination theory, but also contribute to the proactive personality literature by revealing the critical boundary condition of the effectiveness of proactive personality. Theoretical and practical implications are discussed.

scholarly journals Teachers’ authentic leadership and psychological need satisfaction climate in second chance programmes: The moderating role of teachers’ gender

2020 ◽  
pp. 174114322095734
Author(s):  
Izhak Berkovich ◽  
Batel Gueta
Keyword(s):  
Authentic Leadership ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Group Level ◽  
Psychological Need ◽  
Second Chance ◽  
Moderating Role ◽  
Psychological Need Satisfaction

The present study explores the effect of teachers’ authentic leadership in second chance programmes on students’ psychological need satisfaction climate (according to self-determination theory), and the manner in which teachers’ gender moderates this effect. Data collected from 60 teachers and 183 students in second chance programmes in Israel were analysed at the group level. The study found that for male teachers, authentic leadership negatively predicted psychological need satisfaction climate in the classroom. The implications of findings for authentic leadership in general and for teaching in second chance programmes are discussed.

How and when spiritual leadership enhances employee innovative behavior

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ying Zhang ◽  
Fu Yang
Keyword(s):  
Power Distance ◽  
Spiritual Leadership ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Innovative Behavior ◽  
Content Type ◽  
Power Distance Orientation ◽  
Moderating Role

PurposeThe purpose of this research is to examine the relationship between spiritual leadership and employee innovative behavior by testing the mediating role of autonomous motivation and the moderating role of employee power distance orientation.Design/methodology/approachThe author predicted an indirect relationship between spiritual leadership and employee innovative behavior via autonomous motivation. Also, the author predicted the positive effect of spiritual leadership on employee innovative behavior will be stronger when employee power distance orientation is high. Hypotheses are tested with data gathered from 174 participants.FindingsResults showed that spiritual leadership was positively related to employee innovative behavior via autonomous motivation. And, the positive relationship between spiritual leadership and autonomous motivation was stronger when employee power distance orientation was high. Furthermore, the indirect effect of autonomous motivation was stronger when employee power distance orientation was high.Research limitations/implicationsThis study provides a new theoretical perspective – self-determination theory – to test how and when spiritual leadership enhances employee innovative behavior by suggesting autonomous motivation as a mediator and employee power distance orientation as a boundary condition.Practical implicationsThe results of this research provide suggestions for leaders to adopt spiritual leadership as well as enhance interactions between them and employees to increase employee innovative behavior.Originality/valueThis study highlights the moderating role of employee power distance orientation and uses self-determination theory to examine how and when spiritual leadership plays a positive role.

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 Why Do Sport Coaches Adopt a Controlling Coaching Style? The Role of an Evaluative Context and Psychological Need Frustration

2020 ◽  
Vol 34 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Sofie Morbée ◽  
Maarten Vansteenkiste ◽  
Nathalie Aelterman ◽  
Leen Haerens
Keyword(s):  
Structural Equation ◽  
Self Determination Theory ◽  
Equation Modeling ◽  
Explanatory Role ◽  
Psychological Need ◽  
Need Frustration ◽  
Sport Coaches ◽  
Moderating Role ◽  
Coaching Style

In this study, involving 585 youth sport coaches (Mage = 35.76), the authors investigated whether coaches who perceive their environment to be highly evaluative would report acting in a more controlling or pressuring way. In a subsample (n = 211, Mage = 38.14), they examined the explanatory role of coaches’ experiences of psychological need frustration in this relation. They also considered whether years of coaching experience would serve as a buffer against the adverse effects of an evaluative context. In line with the tenets of self-determination theory, results of structural equation modeling indicated that an evaluative context was related to the use of a more controlling coaching style, with experiences of need frustration accounting for this relation. Coaching experience did not play any moderating role, suggesting that even more experienced coaches are vulnerable to the harmful correlates of an evaluative sport context.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

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