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Drawing on self-determination theory and organizational support theory, the present study explored how two styles of supervisor monitoring, namely, interactional and observational, differently impact job satisfaction and affective organizational commitment of subordinates. In addition, the mediating roles of psychological need satisfaction from the supervisor and perceived supervisory support were also investigated.

Responses were collected from 183 full-time employees through a web-based survey, and data were analyzed using partial least squares structural equation modeling (PLS-SEM).

Results indicate that interactional monitoring positively influences psychological need satisfaction from the supervisor and perceived supervisory support, while observational monitoring negatively influences psychological need satisfaction from the supervisor and perceived supervisory support. Psychological need satisfaction from the supervisor fully mediates the relationship between interactional monitoring and affective organizational commitment, while perceptions of supervisory support partially mediate the relationship between the two monitoring styles and job satisfaction.

The findings of the study need to be interpreted with caution as causality could not be inferred due to the cross-sectional nature of the study.

Supervisors are advised to adopt an interactional style of monitoring, as it favorably influences the work attitudes of subordinates.

The present study is one of the few works that have examined the differential impact of supervisor monitoring styles on subordinates' work outcomes.

The purpose of this paper is to test whether follower psychological need satisfaction, a key variable in the self-determination theory (SDT), mediates between both follower and leader use of emotions and follower job performance.

The authors surveyed health-care professionals who were employed by various organizations, and at the same time, were enrolled in a bachelor and part-time MSc program at an Indonesian university (N = 220). Structural equation modeling was used to test the two hypothesized mediation effects.

The results show that to get high follower job performance, both leaders and followers must be proficient in using their own emotions in constructive ways. Both significant associations were mediated by follower psychological need satisfaction. In addition, follower use of emotions was also directly related to follower job performance, indicating partial mediation.

By examining the emotional intelligence dimension “use of emotions” by both followers and their leaders, and by pointing to the importance of the constructive use of their emotions at work, the authors extend the SDT. Two probable affective mechanisms, which precede the job performance effects of satisfying followers’ psychological needs, were identified from the results.

The purpose of this paper is to test two hypotheses. First, an indirect relationship between qualitative job insecurity and turnover intention through basic psychological need satisfaction was investigated. Second, a moderated mediation analysis was conducted to explore potential sectoral differences in this indirect relationship.

A cross-sectional design was used to collect and analyze the data. In total, 358 employees participated in the study (private sector n=178, public sector n=180). The data were collected through an online survey platform.

Qualitative job insecurity was indirectly related to turnover intention through the satisfaction of the basic psychological needs for autonomy, competence and relatedness. The indirect relationships were more salient in the private sector.

Basic psychological needs may explain the relationship between qualitative job insecurity and turnover intention. Furthermore, sector differences may exist in the way job insecurity is responded to. However, a longitudinal study is necessary to confirm the sequential effects.

The study provides a constructive replication of the findings on basic psychological need satisfaction as a mediator between job insecurity and employee outcomes. A novel aspect is the authors’ focus on sector differences, which draws attention to contextual factors that may shape the way employees respond to job-insecure situations.

The purpose of this paper is to examine the associations between students' basic psychological needs satisfaction, including novelty satisfaction, and the four aspects of student engagement.

Data were collected from a total sample of 743 undergraduate students from three public universities in northern Malaysia. Structural equation modelling (SEM) was used to analyse the data.

Competence and relatedness were positively related to the four aspects of student engagement, while autonomy satisfaction was found to relate to agentic engagement. Novelty satisfaction, on the other hand, is related positively with behavioural, emotional and cognitive engagement.

The results provide a new understanding on the importance of novelty satisfaction alongside existing needs in self-determination theory (SDT) in enhancing student engagement.

Educators are encouraged to develop strategies to provide novelty support and facilitate students' basic needs satisfaction in order to establish a motivational learning environment that vitalises students' engagement.

This study breaks new ground by testing the unique relationships of novelty satisfaction along with the psychological needs for autonomy, competence and relatedness, with the four aspects of student engagement in higher education.

This study investigated a mechanism by which challenge stressors may affect employee well-being outcomes. This study tested a within-person longitudinal model in which the effects of challenge demands relate to basic psychological need satisfaction/thwarting and worker well-being outcomes. In particular, basic psychological need satisfaction and thwarting were hypothesized to mediate challenge demands and outcomes at the intraindividual level.

Data from 84 employees from a weekly survey across four weeks (308 observations) were used in Bayesian multilevel path analyses to test hypotheses.

Although significant indirect effects showed that basic psychological needs mediate between demands and worker outcomes, only a few specific indirect effects (e.g. the path from time pressure via thwarting the need for autonomy to emotional exhaustion) operated as hypothesized. Interestingly, in this study, time pressure was only mediated via thwarting the need for autonomy when considering undesirable worker outcomes (i.e. increased emotional exhaustion, decreased job satisfaction). Job complexity, however, led to decreased emotional exhaustion via the need for competence satisfaction. Implications for need satisfaction and thwarting as mechanisms in the challenge–hindrance framework are discussed.

This study (1) extends the challenge–hindrance framework to include basic psychological needs as a mechanism, (2) expands basic psychological needs to include need thwarting and (3) may enhance our understanding of stressor categories.

The purpose of this paper is to explore the possible mediating role of need fulfilment in the relationship between transformational leadership and employee job attitudes (job satisfaction and dedication).

The two samples include both cross-sectional and diary data. The cross-sectional sample (sample 1) consisted of 661 employees from various organizations. In the diary study (sample 2), 65 employees completed a daily questionnaire on five consecutive working days, yielding 325 measurement points in total. The authors analyzed the data using structural equation modeling (Mplus 5) and multilevel analyses (MLwiN 2.20).

As hypothesized, support for full mediation of the relationship between transformational leadership and positive job attitudes through the fulfilment of psychological needs were found both on a general level and on a daily basis.

The paper is based on a multi study approach and empirically addresses the link between transformational leadership and positive job attitudes, and the role of basic need fulfilment in this relationship on both a general and daily level.

Our ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement.

We have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP).

Findings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style.

Our ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.

The Great Resignation has led to a significant increase in the number of people quitting their jobs due to reasons such as stagnant wages, rising cost of living, job dissatisfaction and safety concerns. Therefore, the aim of this study is that it is important to help people develop better cognitive resources to face adversity.

The Great Resignation has led to a significant increase in the number of people quitting their jobs due to reasons such as stagnant wages, rising cost of living, job dissatisfaction and safety concerns. Therefore, it is important to help people develop better cognitive resources to face adversity. In this study, we administered a questionnaire to 250 employees to determine the variables that could help them build cognitive resources. These variables included the satisfaction of basic psychological needs (autonomy, competence and affiliation), psychological capital, motivation regulation (within the self-determination theory) and well-being (assessed by self-esteem, positive emotions, positive automatic thoughts and vitality). The results revealed that satisfaction of basic needs is associated with better psychological capital and more self-autonomous behavior, which leads to higher psychological well-being. These findings are discussed in the paper, emphasizing the importance of management and work context that satisfy the basic needs and help to build resources with psychological capital.

The results revealed that satisfaction of basic needs is associated with better psychological capital and more self-autonomous behavior, which leads to higher psychological well-being. These findings are discussed in the paper, emphasizing the importance of management and work context that satisfy the basic needs and help to build resources with psychological capital.

Highlight the importance of consequences of the Great Resignation and the need to internationalize this concept.

The purpose of this paper was to test a model that differentiated between two types of job demands in relation to basic psychological need satisfaction, work motivation, and, in turn, employee well-being. In particular, job challenges and job hindrances were hypothesized to relate to this motivational process in different ways.

Survey data from a sample of 160 entrepreneurs were used in path analyses to test the hypothesized relations.

The results showed that job challenges related positively to autonomy- and competence need satisfaction as well as to autonomous work motivation, while job hindrances related negatively to satisfaction of the needs for autonomy, competence and relatedness. Further, satisfaction of the need for autonomy, competence and relatedness related positively to autonomous work motivation. Finally, all of the three basic psychological needs as well as autonomous work motivation related directly and positively to vitality.

These results support a view on job challenges and job hindrances as distinct within the job demands-resources model by showing how they are differently related to basic psychological needs, autonomous work motivation and, subsequently, worker well-being.

This study assessed the effectiveness of training leaders in behaviors that satisfy meeting attendees’ psychological needs for autonomy, competence, and relatedness. Three managers who regularly lead meetings with their work- groups participated in the study. The study used a research design of multiple baselines across groups and began with baselines ranging over three to five meetings. Group leaders then received a session of behavioral skills training with a role-play component, followed by post-training assessment over three to five meetings. The final assessment occurred one month later. Leaders reported the number of recommended leader behaviors they used prior to training and at subsequent meetings. Group members anonymously completed ratings of (1) the extent of their psychological need satisfaction, (2) their satisfaction with each meeting, and (3) how productive each meeting was. Meeting leaders showed significantly more use of the recommended behaviors after training than before training. Member ratings indicated a significant increase in need satisfaction, satisfaction with meetings, and meeting productivity after the training of their leader. Significant positive effects remained at a one-month follow-up. The findings show that training leaders in needs-focused behaviors to use in running meetings can be used to satisfy attendee-needs and to improve meeting satisfaction and productivity.