Building a climate of faculty trust in students through principal support of student psychological needs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Curt Adams ◽  
Olajumoke Beulah Adigun
Keyword(s):  
Teacher Perceptions ◽  
Cognitive Processes ◽  
Likelihood Estimation ◽  
Psychological Needs ◽  
Principal Support ◽  
Faculty Trust ◽  
Content Type ◽  
Ex Post ◽  
Restricted Maximum Likelihood Estimation ◽  
The Relationship

PurposeThis study was designed to test the relationship between principal support of student psychological needs and faculty trust in students. Without direct empirical evidence to draw from, the line of reasoning integrated evidence on social-cognitive processes involved in trust formation and conversation theory to advance two hypotheses: (1) After accounting for school and leadership conditions, principal support of student psychological needs will be related to school differences in faculty trust in students; (2) The relationship between principal support of student psychological needs and faculty trust in students is mediated by a positive view of the teaching task.Design/methodology/approachHypotheses were tested with a nonexperimental, correlational research design using ex post facto data. Due to the hierarchical structure of the data, hypotheses were tested with a 2-2-1 multilevel mediation model in HLM 7.03 with restricted maximum likelihood estimation.FindingsFindings were consistent with the hypothesized relationships – principal support of student psychological needs was related to faculty trust in students and this relationship was mediated by teacher perceptions of the teaching task.Originality/valueSchool research has primarily examined interpersonal antecedents of trust, focusing on behaviors and characteristics that position a person or group as trustworthy. This study extends trust research to the cognitive side of the formation process, calling attention to the function of mental representation in shaping trust discernments. Results suggest that cognitive processes hold promise as both a source of faculty trust in students and as a malleable mental structure that school leaders can shape through conversation.

Principal support for student psychological needs

2017 ◽  
Vol 55 (5) ◽  
pp. 510-525 ◽  
Author(s):  
Curt Adams ◽  
Jentre Olsen
Keyword(s):  
Psychological Needs ◽  
Principal Support ◽  
Faculty Trust ◽  
Teacher Interactions ◽  
Content Type ◽  
Self Regulated Learning ◽  
Ex Post ◽  
Regulated Learning ◽  
Restricted Maximum Likelihood Estimation ◽  
The Relationship

Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.

Principal support of student psychological needs and a functional instructional core

2019 ◽  
Vol 57 (3) ◽  
pp. 243-260 ◽  
Author(s):  
Curt M. Adams ◽  
Jentre J. Olsen
Keyword(s):  
Leadership Practices ◽  
Response Rate ◽  
Psychological Needs ◽  
School Level ◽  
Principal Support ◽  
Theoretical Argument ◽  
Content Type ◽  
Ex Post ◽  
Instructional Core ◽  
Teachers And Students

Purpose Limited attention to messages transmitted between principals and teachers led to the general question for this study: is principal support of student psychological needs related to functional social conditions within the instructional core? Therefore, the purpose of this paper is to define principal support of student psychological needs and explain its leadership function through the lens of conversation theory. Without much empirical evidence to draw from, a theoretical argument for how principal support of student psychological needs might influence the features of the teaching and learning environment is advanced then tested empirically. Design/methodology/approach Hypotheses were tested using a non-experimental, correlational research design based on ex-post facto data collected from teachers and students in 93 schools in a metropolitan city of the USA. Data were collected in the spring of 2017 from randomly sampled teachers and students in the 93 schools. Usable responses were received from 1,168 teachers, yielding a response rate of 66 percent. A total of 4,523 students received surveys and usable responses were received from 3,301, yielding a response rate of 73 percent. Multi-level modeling was used to analyze the data. Findings Principal support of student psychological needs was related to school-level differences in faculty trust in students, collective teacher efficacy and student perceived autonomy support. Leadership practices surrounding professional development and instructional coherence had moderately strong, positive relationships with the outcome variables; however, the strength of these relationships diminished when principal support was included in the analysis. Originality/value The argument in this study proposes that principal–teacher conversations enhance leadership practices and support a vibrant and engaging instructional core when intentional messages build mental representations that enable teachers to understand sources of optimal student growth. Such use of conversation extends the functionality of principal–teacher interactions beyond that of teacher control and toward an ongoing sense-making and learning process.

Creativity from paradoxical experience: a theory of how individuals achieve creativity while adopting paradoxical frames

2019 ◽  
Vol 23 (3) ◽  
pp. 397-418 ◽  
Author(s):  
Goran Calic ◽  
Sebastien Hélie ◽  
Nick Bontis ◽  
Elaine Mosakowski
Keyword(s):  
Cognitive Processes ◽  
Computational Simulation ◽  
Current Theory ◽  
Superior Performance ◽  
Cognitive Mechanisms ◽  
Content Type ◽  
Important Benefit ◽  
Paradox Theory ◽  
Stored Information ◽  
The Relationship

PurposeExtant paradox theory suggests that adopting paradoxical frames, which are mental templates adopted by individuals in order to embrace contradictions, will result in superior firm performance. Superior performance is achieved through learning and creativity, fostering flexibility and resilience and unleashing human capital. The creativity mechanism of paradox theory is limited by a few propositions and a rough underlying theoretical logic. Using the extant theoretical base as a platform, the paper aims to develop a more powerful theory using a computational simulation.Design/methodology/approachThis paper relies on a psychologically realistic computer simulation. Using a simulation to generate ideas from stored information, one can model and manipulate the parameters that have been shown to mediate the relationship between paradoxes and creative output – defined as the number of creative ideas generated.FindingsSimulation results suggest that the relationship between paradoxical frames and creative output is non-monotonic – contrary to previous studies. Indeed, findings suggest that paradoxical frames can reduce, rather than enhance, creative output, in at least some cases.Originality/valueAn important benefit of adopting paradoxical frames is their capacity to increase creative output. This assumption is challenging to test, because one cannot measure private cognitive processes related to knowledge creation. However, they can be simulated. This allows for the extension of current theory. This new theory depicts a more complete relationship between paradoxical frames and creativity by accounting for subjective differences in how paradoxical frames are experienced along two cognitive mechanisms – differentiation and integration.

Journey from passion to satisfaction: roles of belongingness and psychological empowerment

2020 ◽  
Vol 40 (3/4) ◽  
pp. 321-341
Author(s):  
Deepti Pathak ◽  
Shalini Srivastava
Keyword(s):  
Job Satisfaction ◽  
Social Workers ◽  
Psychological Empowerment ◽  
Research Work ◽  
Meaningful Work ◽  
Psychological Needs ◽  
Content Type ◽  
The Social ◽  
The Relationship ◽  
Work Passion

PurposeThe present research work is intended to investigate the work passion and job satisfaction relationship of social workers in Delhi/NCR and examine the influence of belongingness and psychological empowerment on the association. The study has used self-determination theory to support the relationship.Design/methodology/approachThe study used the standardized instruments to assess the relationship. Statistical tools such as SEM, convergent and discriminant validity, reliability, and moderated regression analysis were used to analyze the data.FindingsThe study found that psychological empowerment and belonging moderated the association between passion and job satisfaction.Practical implicationsHR managers and practitioners should promote a culture of openness, empowerment, collectivism, and meaningful work to ensure the fulfillment of psychological needs of the social workers.Social implicationsThe fulfillment of psychological needs can become a significant motivator for the social workers as due to political and administrative constraints, giving financial incentives or introducing variable financial pay would not be possible.Originality/valueThe authors were not able to locate any paper exploring the relationship between work passion and job satisfaction of social workers. The present research work proposes that there are certain psychological needs, which can be fulfilled other than monetary needs in order to motivate social workers for their work.

What motivates employees to use social media at work? A perspective of self-determination theory

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaobo Wei ◽  
Xiayu Chen ◽  
Chunli Liu
Keyword(s):  
Social Media ◽  
Media Use ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Social Media Use ◽  
Content Type ◽  
Work Related ◽  
The Social ◽  
Internal Social Media ◽  
The Relationship

PurposeThe authors develop a conceptual model to examine how three basic psychological needs (i.e. needs for competence, autonomy and relatedness) affect employee social media use (i.e. work- and social-related use). The authors propose that the need for autonomy positively moderates the relationship between need for competence and work-related use, whereas it negatively moderates that between need for relatedness and social-related use.Design/methodology/approachTo test the proposed model, 332 internal and 271 external social media users in the workplace were recruited.FindingsThe results indicate that needs for competence and autonomy and needs for relatedness and autonomy positively affect the work- and social-related use, respectively, of internal and external social media. Need for autonomy positively moderates the relationship between need for competence and work-related use of internal social media, and it negatively moderates that between need for relatedness and the social-related use of internal social media. Need for autonomy has no moderating effect on the relationship between need for competence and work-related use, whereas it negatively moderates the relationship between need for relatedness and the social-related use of external social media.Originality/valueFirst, the authors’ findings offer significant empirical support for the different social media uses, namely work and social related. Second, this study highlights the importance of psychological needs of employees in determining the form of social media use. Third, this study empirically demonstrates the differences in psychological needs and social media use between two different social media contexts.

scholarly journals Gamification in sport apps: the determinants of users' motivation

2020 ◽  
Vol 29 (3) ◽  
pp. 365-381 ◽  
Author(s):  
Paula Bitrián ◽  
Isabel Buil ◽  
Sara Catalán
Keyword(s):  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Online Questionnaire ◽  
Content Type ◽  
Game Elements ◽  
The Impact ◽  
The Relationship

PurposeGamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.Design/methodology/approachTo achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.FindingsThe results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.Practical implicationsThe findings of this study provide guidelines for practitioners and app developers.Originality/valueBased on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.

scholarly journals Pragmatic impact of workplace ostracism: toward a theoretical model

2017 ◽  
Vol 26 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Amer Ali Al-Atwi
Keyword(s):  
Social Relations ◽  
Design Methodology ◽  
Negative Relationship ◽  
Past Research ◽  
Psychological Needs ◽  
Mediation Effect ◽  
Content Type ◽  
Workplace Ostracism ◽  
And Performance ◽  
The Relationship

Purpose The purpose of this paper is to extend the ostracism literature by exploring the pragmatic impact of ostracism on performance. Design/methodology/approach Ostracism workplace, social relations and empowerment structures are discussed. The paper then develops a theoretical framework that explains why and under what conditions workplace ostracism undermines employees’ performance. The author proposes that empowerment structures mediate the link between ostracism and in-role and extra-role performance. In addition, it was proposed that relational links buffer the negative relationship between ostracism and empowerment structures on performance and weaken the negative indirect effect of ostracism on performance. Findings The theoretical arguments provide support for the model showing that empowerment structures mediate the relationship between ostracism and performance, and the mediation effect only occurred when external links were high but not when external links were low. Originality/value The author has expanded the extant literature by answering recent calls for research exploring the pragmatic impact of workplace ostracism where past research has typically focused solely on the psychological impacts such as psychological needs.

Investigating the role of psychological need satisfaction as a moderator in the relationship between job demands and turnover intention among nurses

2020 ◽  
Vol 42 (1) ◽  
pp. 213-231 ◽  
Author(s):  
Valérie Boudrias ◽  
Sarah-Geneviève Trépanier ◽  
Annie Foucreault ◽  
Clayton Peterson ◽  
Claude Fernet
Keyword(s):  
Work Environment ◽  
Role Conflict ◽  
Turnover Intention ◽  
Role Ambiguity ◽  
Job Demands ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Psychological Resources ◽  
Content Type ◽  
The Relationship

Purpose Job demands can contribute to nurses’ turnover intention and this can have an impact on health services among the general population. It appears important to identify the work environment factors associated with turnover intention, as well as the psychological resources liable to act on this relationship. Drawing on self-determination theory (SDT), the purpose of this study (n=1179) is to investigate the relationship between two job demands (role ambiguity and role conflict) and turnover intention, as well as the moderating role of basic need satisfaction (autonomy, competence and relatedness) within these relationships. Design/methodology/approach This cross-sectional study was conducted among nurses (Québec, Canada). Nurses completed an online questionnaire. To test the proposed moderating effect of satisfaction of the three psychological needs (i.e. autonomy, competence and relatedness) in the relationship between job demands (i.e. role ambiguity and role conflict) and turnover intention, path analysis was conducted using Mplus v.8 (Muthén and Muthen, 2017). Two models, one for each demand, were tested. Findings As expected, role ambiguity and role conflict are positively related to turnover intention. Results reveal a significant interaction between role ambiguity and satisfaction of the need for autonomy in the prediction of turnover intention. The satisfaction of the need for competence and the satisfaction of the need for relatedness did not moderate the relationship between role ambiguity and turnover intention. Satisfaction of the need for autonomy moderated the relationship between role conflict and turnover intention. Moreover, results revealed a significant interaction between role conflict and satisfaction of the need for competence in the prediction of turnover intention. Satisfaction of the need for relatedness did not moderate the relationship between role conflict and turnover intention. Research limitations/implications The results align with the theoretical propositions of several leading theories in occupational health which state that workers’ psychological functioning derives not only from the job characteristics of their work environment, but also from the psychological resources at their disposal. The study contributes to SDT. First, to date, this is the first study to investigate basic psychological need satisfaction as a moderator in the relationship between contextual factors and workers’ functioning. Second, the findings revealed the importance of assessing psychological needs separately, as each contributes in a specific way to workers’ work-related attitudes and adaptation to their professional environment. Practical implications Perceptions of autonomy and competence act as key psychological resources for nurses. Managerial support for autonomy (e.g. providing nurses with meaningful information regarding their work) and competence (e.g. providing nurses with frequent positive feedback regarding their work efforts) constitutes a series of key management practices that can foster perceptions of autonomy and competence. The findings show that two role stressors predict nurses’ turnover intention. As such, health care establishments are encouraged to focus on interventions that reduce uncertainties and conflicting situations from nurses (provide clear job descriptions and effective communication). Social implications By promoting a sense of effectiveness and feelings of self-endorsement at work, health care establishments can reduce nurses’ turnover intention and help prevent staffing shortages among this important work group. Originality/value Although past research shows that workers’ motivational profile can modulate the relationship between characteristics within the work environment and workers’ functioning, studying the quality of work motivation is not sufficient to completely understand the factors that can influence workers’ reactions to job demands. Need satisfaction is crucial to the development and maintenance of high quality motivation. Evaluating need satisfaction as a moderator in the stressor–strain relationship could offer a better understanding of the psychological experiences that can promote workers’ adaptation to their work environment. To date, no study has investigated the buffering role of psychological needs in the stressor–strain relationship.

scholarly journals Project management office in non-governmental organizations: an ex post facto study

2018 ◽  
Vol 25 (2) ◽  
pp. 212-227 ◽  
Author(s):  
Adonai Lacruz ◽  
Everton Cunha
Keyword(s):  
Project Management ◽  
Mean Value ◽  
Project Management Office ◽  
Content Type ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Ex Post ◽  
Wide Range ◽  
Ex Post Facto ◽  
The Relationship

Purpose The purpose of this paper is to explore the influence of project management offices (PMO) in non-governmental organizations (NGOs), in fundraising linked to projects, under the theoretical lens of the resource-based view. Design/methodology/approach Through a longitudinal analysis ex post facto study in a non-profit civil association, the authors examined by Mann-Whitney’s U tests the results before (2003-2008) and after (2009-2014) PMO implementation, to check if the office moderated the relationship between project management and fundraising for projects. Findings Mann-Whitney’s U tests showed that PMO had, in those periods, a statistically significant influence in increasing the number of projects and decreasing the mean value of their budgets (p-value<0.05). Originality/value Despite the wide range of studies on the contribution of PMOs to internal project management, there is a lack of empirical evidence on their moderation capacity, especially in NGOs. To fill this research gap, this study investigates the moderating role of PMO in NGOs, by examining their performance on fundraising processes, to contribute to a better understanding of potential PMO effects, particularly as a moderator of the relationship between project management and projects’ fundraising.

Interlinkages between coopetition and organisational innovation in Europe

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julio Navío Marco ◽  
Raquel Ibar-Alonso ◽  
Maria Bujidos-Casado
Keyword(s):  
Employee Training ◽  
Likelihood Estimation ◽  
Research Field ◽  
Content Type ◽  
Organisational Innovation ◽  
Analysis Technique ◽  
Using Data ◽  
The Relationship ◽  
A Company

Purpose The purpose of this paper is to analyse the relationship between coopetition and organisational innovation in EU countries. As coopetition is usually studied from an inter-company perspective, this work looks in detail at the “ad intra” dynamics of the coopeting companies to understand how they adjust their organisation or implement organisational innovation to successfully adopt this original approach. Design/methodology/approach Using data from the Eurostat (CIS2014), this research offers a quantitative study into coopeting companies, relating coopetition to organisational innovation. The analysis technique used in this study is logistic regression with maximum likelihood estimation, where the dependent variable is the location of the coopeting companies. Findings The findings highlight specific characteristics and differences according to whether a company coopetes domestically or in other more complex geographic environments. It also incorporates variables into the analysis, such as the use of price marketing, employee training and company size. Originality/value This study provides insights into the relationship between coopetition and organisational innovation, in a research field that usually focusses on inter-company analysis. Several little-studied factors are included in the analysis, such as the role of employee qualifications and differences in coopetition in different geographic areas. The authors observe that, in certain locations, coopetition could be related to a “market entry” effect.

Sign in / Sign up

Export Citation Format

Share Document