Self-Leadership Practices of Nurse Educators at South African Nursing Education Institutions

Background: Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices. Objective: To describe the self-leadership practices of nurse educators at nursing education institutions. Methods: This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire. Results: Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs. Conclusion: Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.

Using Case Studies to Explore Need Satisfaction and Frustration in Puzzle Video Games

Self-Determination Theory proposes that people are intrinsically motivated to play video games to fulfil the psychological needs of autonomy, competence and relatedness. However, video games can also actively thwart and frustrate these needs. This paper investigates how need frustration affected motivation to solve cognitively challenging puzzle video games. Participants ( n = 27) played two cognitively challenging puzzle video games, with data collected through a survey, recorded gameplay footage and interviews. The analysis reveals that when a player’s primary need for playing was frustrated, they quit easily and did not enjoy the game and when a player’s primary need for playing was satisfied, they displayed resilient behaviours and enjoyed the game. These findings suggest cognitively challenging video games that are more likely to be used in educational contexts should contain features that support autonomy and relatedness as well as competence, in order to be motivating for as many players as possible.

Corporate entrepreneurship at the university: the influence of managerial support, autonomy and reward on the innovative behavior of university professors

Purpose The study aims to analyze the influence of managerial support, autonomy and reward perception on the innovative behavior of university professors. Design/methodology/approach Quantitative methodology based on partial least squares structural equation modeling. The sample obtained totaled 208 responses from professors at three public universities in the State of Sao Paulo, Brazil. Findings The results indicate that managerial support is a fundamental factor for developing an organizational environment that is more conducive to innovative behavior and corporate entrepreneurship. However, in educational institutions with a more focused entrepreneurial ecosystem, it was discovered that reward perception is not a fundamental factor for the innovative behavior of university professors. Practical implications From a practical perspective, academic institutions interested in stimulating corporate entrepreneurship should create opportunities for collaboration among professors to solve problems, encourage professors to expose their work beyond the university environment and improve the main indicators of management support and autonomy presented in this research. Social implications The study presents indicators and implications, which are of particular interest for university managers and public policy writers. Originality/value The study is demonstrably original. Through its unique analysis of the innovative behavior of university professors and the connections between variables in the university environment and its use of a robust modeling method in an emerging-economy context, the study furthers existing research by helping to understand why some firms are better than others at corporate entrepreneurship.

Characterizing Autonomy Supportiveness in Diabetes Peer Health Coaches

BackgroundPrior studies have shown that peer health coaching improves outcomes among adults with chronic conditions such as diabetes. These studies have also suggested that higher ratings of their peer coach’s autonomy supportiveness, i.e., the degree to which a coach supports participant choice, is associated with improved outcomes. The types of actual behaviors and interactions that participants in these coaching relationships perceive as being more or less autonomy supportive are important to define. This investigation aims to more concretely characterize the ways in which participants perceive autonomy support and how important these perceptions are to their satisfaction with their peer coaches.MethodsThis article is a qualitative investigation of the US Department of Veterans Affairs–Technology Enhanced Coaching (VA-TEC) study, a parallel randomized controlled trial with diabetes patients with poor glycemic control at the Detroit VA Medical Center. Intervention arm participants work for 6 months with peer coaches who are also VA patients who now have good glycemic control. Researchers conducted semi-structured interviews with veterans who had recently completed their 6 months of coaching. Responses to Health Care Climate Questionnaire (HCCQ) items in the trial’s 6-month survey were used to identify veterans for interviews who rated their coaches either especially high or low in terms of autonomy supportiveness. Interview responses were then analyzed in order to elucidate veterans’ perceptions of autonomy support in their coaching relationships.ResultsSemi-structured interviews were conducted with 17 of the veterans who completed the VA-TEC program. Veterans who rated their coaches higher on HCCQ items tended to emphasize the positivity and non-judgmental nature of their coaches. They also described coaches who offered them choices and non-directive suggestions in identifying health behavior goals. Veterans who gave their coaches lower HCCQ ratings described coaches who tended to be less personally engaged and less focused on addressing veterans’ specific concerns about diabetes. Some veterans who rated their coaches lower on autonomy-supportiveness felt their coaches underestimated their existing knowledge of diabetes and were overly directive in providing advice. Overall, participants’ HCCQ ratings correlated well with expressed satisfaction with their coach in interviews. ConclusionsVA-TEC participant feedback outlines meaningful ways in which coaches can support autonomy. These include, among others, eliciting participants’ personal goals, remaining positive and non-judgmental, providing suggestions for behavior changes without being overly directive, and maintaining a balance between discussing diabetes and the types of personal conversations that are crucial to building trust. The effective behaviors described in this investigation can be used to train future coaches and other lay health workers.

Longitudinal perspective of autonomy support on habitual physical activity of adolescents

The evidence collected in the area of physical education indicates the need to continue to delve into the relationships and models that satisfy the basic psychological needs of the students and their consequences, in order to promote a high rate of physical activity. The aim of this study was to test the relationship between autonomy support, basic psychological needs and self-determined motivation with respect to enjoyment, intention towards practice and habitual physical activity. A sample of 717 students, aged between 13 and 19 years old was used. A longitudinal design was carried out with two measurement time points. The results indicated positive relationships for all model variables between the two measurement times. The results obtained are discussed with respect to the use of an interpersonal style to support autonomy in the academic context of physical education classes for the promotion of greater commitment and adherence to physical activity.

The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players

The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

Using Best Practices to Address COVID-19 Vaccine Hesitancy: The Case for the Motivational Interviewing Approach

Future control of the coronavirus disease 2019 (COVID-19) pandemic is dependent on the uptake of the COVID-19 vaccine. Many factors have swayed the public’s perception of this coronavirus and the new vaccinations, including misinformation, heightened emotions, and the divisive and tumultuous partisan climate. As such, vaccine hesitancy may be more prevalent for the COVID-19 vaccine than others. Healthcare workers are trusted sources of information and have the opportunity to influence an individual’s choice to take the vaccine. For those who initially present as unwilling to be vaccinated, trying to persuade them with facts and scare tactics may cause more resistance. By using the communication approach of motivational interviewing, practitioners can support autonomy to reduce defensiveness, use a guiding style to elicit ambivalence and provide information, address personal agency to ensure that their patients understand that their efforts can reduce risk, and evoke a person’s own argument for vaccination to decrease vaccine hesitancy.

Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior

Motivation plays an important role in students’ school behavior, and research has established that students’ learning environment experiences such as teachers’ behavior toward them contribute to their motivation and behavior at school. Self-determination theory (SDT) offers an interesting frame of reference in the study of the relationship between students’ learning experiences at school and their school behavior. Considering three basic psychological needs (the need for autonomy, competence, and relatedness), the SDT points to the importance of nutriments and support in the social environment in order to allow growth in motivation, engagement, and (psychological) well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students’ basic psychological needs by delivering support (autonomy support, structure, and involvement); however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students’ basic psychological needs. In the current innovative longitudinal study, teachers’ need-supportive behavior as well as teachers’ thwarting of these needs are considered and their relationship with students’ academic engagement (adaptive functioning) and procrastination behavior (maladaptive functioning) is studied. In addition, attention is paid to differential effects of teachers’ behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers’ need-supportive and need-thwarting behaviors in relation to students’ academic engagement and procrastination behavior. In addition, the findings revealed that teachers’ need-supportive behavior is more important for students’ academic engagement (adaptive functioning), while teachers’ need-thwarting behavior has larger effects on students’ procrastination behavior (maladaptive functioning). Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers’ behavior than girls. The findings highlight the importance of both teachers’ need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school.

Assessing the Effects of Limited Curbside Pickup Capacity in Meal Delivery Operations for Increased Safety during a Pandemic

Meal delivery has become increasingly popular in past years and of great importance in past months during the COVID-19 pandemic. Sustaining such services depends on maintaining provider profitability and reduced cost to consumers while continuing to support autonomy and independence for customers, restaurants, and delivery drivers (here crowdsourced drivers). This paper investigates the possible enactment of curbside regulations in the U.S. that limit the number of drivers simultaneously waiting at restaurants to pick up meals for delivery on both public safety and delivery efficiency. Curbside regulations would aim to increase safety by enabling social distancing between delivery personnel at pickup locations and have a secondary benefit of improving local traffic flows, which are sometimes impeded in busier, urban locations. Curbside space limits are studied in relation to their impacts on consumer-related performance measures: freshness of the food on delivery and click-to-door time. This investigation is enabled through a proposed hybrid discrete-event and time-advanced simulation platform that replicates meal delivery service calls and pickup and delivery operations across a region built on data from a leading meal delivery company. Embedded within the simulation is an integer program that optimally assigns orders to drivers in a dynamically changing environment. Order assignments are constrained by imposed curbside capacity limits at the restaurants, and potential efficiencies and curbside violation reductions from bundling orders are assessed. Results of analyses from numerical experiments provide insights to state and local communities in designing curbside restrictions that reduce curbside crowding yet enable delivery companies to retain their profitability.