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Given the complexity of societal, technological, and economic challenges encountered by schools and teachers, one may wonder whether and how teachers can still optimally motivate their students. To adopt a motivating role in today’s ever-changing, even stormy, educational landscape, teachers need more than a checklist of motivating practices. They also need a fundamental theoretical perspective that can serve as a general source of inspiration for their everyday classroom practices across various situations and in interaction with different students. Herein, we argue that self-determination theory represents such a valuable perspective. In Part I, we discuss the satisfaction of learners’ psychological needs for autonomy, competence, and relatedness as a source of student motivation, engagement, and resilience. We also present a recently developed circular model involving a broad variety of motivating (i.e., need-supportive) and demotivating (i.e., need-thwarting) teaching practices appealing to these three needs. In Part II, we discuss several implications of this circular model, thereby discussing the diverse pathways that lead to student need satisfaction, motivation, and engagement as well as highlighting teachers’ capacity for calibration to deal with uncertainty and change. We conclude that school principals and teachers do well to invest in both students’ and teachers’ psychological need experiences, such that they become skilled in flexibly adjusting themselves to diversity, uncertainty, and change.

Professionalization is an important issue in many all-volunteer nonprofit organizations (e.g. recreational sports clubs). Therefore, this study relied on the competing values framework and self-determination theory to investigate whether a newly developed intervention can effectively strengthen the management processes and leadership styles in all-volunteer sports clubs.

For this purpose, a rigorous non-equivalent pre-test post-test control group design was used. The intervention involved two sessions organized in sports clubs in which internal stakeholders (e.g. board members, coaches, volunteers) were invited to discuss change initiatives aimed at enhancing the organizational processes.

An effect on both the management processes and leadership styles was found. As for the management processes, the intervention had an impact on the internal processes, with especially the development of an internal communication plan and the annual assessment of the organization's operations being promoted by the intervention. Regarding the leadership styles, the intervention had an effect on the controlling and chaotic leadership style, with leaders becoming less chaotic and controlling in situations in which (respectively) the business plan was established and the tasks were distributed within the organization.

This intervention study adopted an innovative approach to organizational intervention research by focusing on the enhancement of both the management processes and the leadership styles. Its principles are also relevant and valuable to organizations operating in other organizational contexts.

Motivation is the process that accounts for an individual’s intensity, direction and persistence of effort toward attaining a goal (Robbins and Judge, 2008). Teacher motivation is vital to the growing and evolving field of higher education, yet it is not investigated enough. Need for rapid growth of higher education, issues in compensation, developments in information technology and dearth for teaching and technical skills brought teacher motivation to the center stage. The purpose of this paper is to apply McGregor’s Theory X and Theory Y to study teacher motivation in higher education.

An empirical study was conducted through survey method. A questionnaire was designed to elicit responses from randomly selected respondents.

Teachers in higher education were classified under Theory X and Theory Y styles. The relationship between teaching style and specific motivators in the class and on the job, preferred teaching methods and classroom management techniques were investigated.

Application of McGregor’s Theory X and Theory Y to understand teacher motivation in higher education provided interesting and new insights.

This study would have implications for teacher-student fit and institution-teacher fit in learning environments.

The nature of a teacher’s way-of-being matters to his/her motivation and performance in classroom. Implications exist for teacher recruitment and teacher training programs in relation to the profile of students and identifying and implementing right methodologies for classroom performance. This study has andragogical implications for classroom teaching, relationship with students and parents and interpersonal relationships among peers and education administrators.

The purpose of this paper is to comprehensively review a large and heterogeneous body of academic literature on investors' feedback trading, one of the most popular trading patterns observed historically in financial markets. Specifically, the authors aim to synthesize the diverse theoretical approaches to feedback trading in order to provide a detailed discussion of its various determinants, and to systematically review the empirical literature across various asset classes to gauge whether their feedback trading entails discernible patterns and the determinants that motivate them.

Given the high degree of heterogeneity of both theoretical and empirical approaches, the authors adopt a semi-systematic type of approach to review the feedback trading literature, inspired by the RAMESES protocol for meta-narrative reviews. The final sample consists of 243 papers covering diverse asset classes, investor types and geographies.

The authors find feedback trading to be very widely observed over time and across markets internationally. Institutional investors engage in feedback trading in a herd-like manner, and most noticeably in small domestic stocks and emerging markets. Regulatory changes and financial crises affect the intensity of their feedback trades. Retail investors are mostly contrarian and underperform their institutional counterparts, while the latter's trades can be often motivated by market sentiment.

The authors provide a detailed overview of various possible theoretical determinants, both behavioural and non-behavioural, of feedback trading, as well as a comprehensive overview and synthesis of the empirical literature. The authors also propose a series of possible directions for future research.

Shifting work patterns and increasing organisational cooperations have led to electronically integrated “unbounded” organisations and virtual teams. This study is pivotal in exploring the project manager’s leadership style and control in managing changing project boundaries and permeable interfaces. A survey of clinical research projects indicates that project managers are not overly affected by internal market mechanisms or constraints on face‐to‐face interactions. However, certain project variables such as project objectives, team size, frequency of team changes and project duration play significant roles in the relationship between the project leader and his/her perception of project difficulties. The study’s observations and conclusions are useful to the project owner/sponsor as well as the project manager; either might seek to select situations that would best match the manager’s inclination or style and to avoid projects that are likely to present him/her with situations that are counter to his/her default preference.

The purpose of this paper is to examine how practices influence service systems.

Data across three service contexts (crafts, healthcare and fitness) were collected through depth interviews and netnographic analysis, and analyzed with a two-study multi-method approach focusing first on the micro- (individual) level and then on the macro- (network) level of service systems. Study 1 focused on a micro-level analysis using qualitative techniques (Spiggle, 1994). Study 2 focused on a macro-level analysis using partial least squares regression.

The results illustrate how practices can change service systems. This occurs when a nuanced practice (i.e. a practice style) orders and roots a service system in a specific form of value creation. The findings reveal four practice styles: individual-extant, social-extant, individual-modified and social-modified practice styles. These practice styles shift in response to event triggers and change service systems. These event triggers are: service beneficiary enhancement, service beneficiary failure, service provider failure and social change. Thus, the findings show that practices – when shifting in response to event triggers – change service systems. This transpires in the understudied meta-layer of a service system.

The study identifies four practice styles that can serve as the basis for segmentation and service design.

Service systems are dynamic and ever changing. This study explores how service systems change by proposing a practice approach to service systems.

This study uses an eye-tracking device to examine the effects of dissenting opinion on information search style and decision quality, using insights from dual-process theory. When evaluating strategic outcomes, managers not exposed to a dissenting opinion employ directed information search using System 1 (heuristic, automatic cognitive processing), leading to low-quality decisions. Providing a dissenting opinion causes managers to use System 2 (sequential information search characterized by deliberate, slow, and effortful cognitive processing), leading to higher-quality decisions. This study provides useful insights into the cognitive processes underlying managers' judgments, and the factors that influence their decisions. We conclude by discussing the critical role of dissent in business practices, and explain how dissent affects people's System 2 cognitive processes.

The current study aims to identify work-related use of information and communication technologies after-hours (W_ICTs) from passive and active perspectives and examine mechanisms and different effects of information and communication technologies on employee innovation behavior.

Experience sampling method (ESM) was employed to capture dynamic within-person variance in daily-behaviors and daily-mood. In total, 92 employees completed an identical online survey each day for ten workdays.

The findings showed that the influence patterns and mechanisms of passive and active W_ICTs were utterly different. Passive W_ICTs was negatively associated with employee innovation behavior via emotional exhaustion, while active W_ICTs was positively associated with employee innovation behavior through perceived insider status. Furthermore, differential leadership significantly narrowed the positive relationship between passive W_ICTs and emotional exhaustion. However, differential leadership did not significantly moderate the relationship between active W_ICTs and perceived insider status.

This study is an important step forward in dividing W_ICTs into passive and active W_ICTs and discovers a dual path of two types of W_ICTs on employee innovation behavior. Findings of this study have heuristic value for future research.

This paper aims to identify the direct impact of fund style drift on the risk of stock price collapse and the intermediary mechanism of financial risk, so as to better protect the interests of minority investors.

This paper takes all the non-financial companies on the Chinese Growth Enterprise Market from 2011 to 2020 as study object and selects securities investment funds of their top ten circulation stocks to study the relationship between fund style drift and stock price crash risk.

Fund style drift is likely to add stock price crash risk. Financial risk is positively correlated with stock price crash risk. Fund style drift affects stock price crash risk via the mediating effect of financial risk, and fund style drift and financial risk have a marked impact on the stock price crash risk of non-state enterprises, yet a non-significant impact on that of state-owned enterprises.

This paper links fund style drift with stock price crash risk in an exploratory manner and enriches the study perspectives of relationship between institutional investors’ behaviors and stock price crash risk, thus enjoying certain academic value. On the one hand, it furnishes a new approach to the academic frontier issue concerning financial risk and stock price crash risk, and proves that financial risk is positively correlated with stock price crash risk. On the other hand, it regards financial risk as a mediating variable of fund style drift for stock price crash risk and further explores different influencing mechanism of institutional investors’ behaviors.

The purpose of this paper is to examine the mediating and moderating roles of perceived supervisor legitimacy in the association between perceived supervisor motivating styles and subordinate functioning. Specifically, based on Self-Determination Theory (SDT), two supervisory motivating styles were examined: the autonomy-supportive style, characterized by nurturing employees’ inner motivational resources, and the controlling style, in which supervisors pressure their employees to behave in specific manager-directed ways. Legitimacy was defined according to the Relational Model of Authority (RMA).

An online survey was administered to a sample of 252 employees. Moderation and mediation analyses were conducted to test the hypotheses.

The autonomy-supportive motivating style, but not the controlling style, was linked to employee work-related outcomes (i.e. job satisfaction, commitment, engagement, burnout, and depression) through perceived legitimacy. Legitimacy buffered the negative impact of the controlled orientation on burnout and depression.

Taken together, the results suggest that legitimacy as a resource may be enhanced by autonomy support and can also minimize the harmful consequences of controlling supervisory behaviors. The theoretical implications of integrating SDT with RMA and the practical implications of these findings are discussed.