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Article
Publication date: 25 June 2021

Curt Adams and Olajumoke Beulah Adigun

This 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…

Abstract

Purpose

This 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/approach

Hypotheses 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.

Findings

Findings 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/value

School 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.

Details

Journal of Educational Administration, vol. 59 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 28 November 2022

Ziyao Zhang, Guodong Ni, Han Lin, Zongbo Li and Zhipeng Zhou

This paper aims to investigate the relationships between empowering leadership, basic psychological needs satisfaction, work-related well-being, and project citizenship behavior.

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Abstract

Purpose

This paper aims to investigate the relationships between empowering leadership, basic psychological needs satisfaction, work-related well-being, and project citizenship behavior.

Design/methodology/approach

Drawing upon the self-determination theory (SDT), a conceptual model was developed and then empirically tested using a cross-sectional survey of 435 project members in Chinese construction projects.

Findings

The results fully support the research hypotheses proposed in the study, illustrating the positive impacts of empowering leadership on work-related well-being and project citizenship behavior, the mediating role of basic psychological needs satisfaction, and the positive association between work-related well-being and project citizenship behavior.

Practical implications

This research determines the utility of empowering leadership in the context of construction projects, especially in enhancing individual outcomes (i.e. work-related well-being and project citizenship behavior). Therefore, construction project managers can apply empowering leadership to meet the basic psychological needs of subordinates to increase project members' work-related well-being and project citizenship behavior.

Originality/value

To our knowledge, the present study first explores the micro-level impacts of empowering leadership in the construction context. Additionally, this study enriches the understanding of the mediating mechanism between empowering leadership and individual outcomes from a self-determination perspective.

Details

International Journal of Managing Projects in Business, vol. 16 no. 2
Type: Research Article
ISSN: 1753-8378

Keywords

Article
Publication date: 13 March 2024

Cédric Plessis and Emin Altintas

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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

Details

Journal of Organizational Change Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 1 December 2021

Ying Jiang, Junyun Liao, Jiawen Chen, Yanghong Hu and Peng Du

Users' knowledge sharing provides valuable resources for brand community participants and is, therefore, critical for the viability of virtual brand communities. Drawing from both…

1128

Abstract

Purpose

Users' knowledge sharing provides valuable resources for brand community participants and is, therefore, critical for the viability of virtual brand communities. Drawing from both self-determination theory (SDT) and psychological ownership theory, the paper aims to investigate the impact of fulfillment of three basic psychological needs on brand users' knowledge-sharing behavior and examines psychological ownership as a mediator.

Design/methodology/approach

Survey data consisting of 316 valid responses were collected from users of Huawei Pollen Club Community. Confirmatory factor analysis (CFA) confirmed the reliability and validity of measures, and hierarchical linear regression and bootstrapping were used to test all hypotheses.

Findings

Fulfillment of the need for autonomy, relatedness and competence in a virtual brand community boosts users' psychological ownership and has a positive influence on their knowledge-sharing behavior. Furthermore, psychological ownership partially mediates the relationships between the fulfillment of psychological needs and knowledge-sharing behavior. In addition, the authors found that when users participate in more offline brand activities, the positive impact of the fulfillment of the need for relatedness on psychological ownership is strengthened, while the positive impact of the fulfillment of the need for autonomy on psychological ownership is weakened.

Originality/value

The paper contributes to the existing literature by exploring the relationships between fulfilling users' three basic psychological needs and their knowledge-sharing behavior through the mediating role of psychological ownership. The authors also provide insight into how offline brand activities interact with the fulfillment of psychological needs in virtual brand communities.

Details

Asia Pacific Journal of Marketing and Logistics, vol. 34 no. 10
Type: Research Article
ISSN: 1355-5855

Keywords

Article
Publication date: 14 September 2015

Jørn Hetland, Hilde Hetland, Arnold B. Bakker, Evangelia Demerouti, Cecilie S. Andreassen and Ståle Pallesen

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…

2269

Abstract

Purpose

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).

Design/methodology/approach

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).

Findings

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.

Originality/value

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.

Details

Career Development International, vol. 20 no. 5
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 3 July 2023

Yongqing Yang, Jianyue Xu, Lesley Pek Wee Land, Shuiqing Yang and Thomas Chesney

People's socializing behavior in social networking services (SNS) presents dramatically different features, forming differentiated online social interaction patterns (DOSIP) in…

Abstract

Purpose

People's socializing behavior in social networking services (SNS) presents dramatically different features, forming differentiated online social interaction patterns (DOSIP) in SNS. This study aims to explore the relationships between users' multidimensional psychological needs and multiple social interaction patterns in SNS.

Design/methodology/approach

Based on Maslow's hierarchy of needs and use and gratifications (U&G) theory, the authors develop the research model to examine the effects of psychological needs on DOSIP. A survey is used to collect the data of SNS users' social interaction. The authors adopt structural equation modeling–neural network (SEM-NN) integrated method to examine the research model.

Findings

Need to belong, need for self-esteem, need for social contact, need for emotional expression, need for cognition, and need for external-esteem have significant influences on both active and passive social interactions respectively.

Originality/value

Based on the categorization of DOSIP into six types in terms of the level of activity and disclosure of social interaction, the authors construct an integrated research model of multidimensional psychological needs to multiple social interaction patterns, and validate the antecedents of DOSIP from the perspective of psychological needs.

Details

Information Technology & People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0959-3845

Keywords

Article
Publication date: 1 May 2019

Curt M. Adams and Jentre J. Olsen

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…

Abstract

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.

Details

Journal of Educational Administration, vol. 57 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 7 June 2019

Timothy G. Ford, Jentre Olsen, Jam Khojasteh, Jordan Ware and Angela Urick

The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice…

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Abstract

Purpose

The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. The purpose of this paper is to explore how leader actions might bring about positive teacher outcomes through meeting teachers’ psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational.

Design/methodology/approach

Using a sample of over 1,500 teachers from 73 schools in a large, high-poverty, urban Midwestern school district, the authors applied a multilevel path analysis to the study of the relationships between the intrapersonal, interpersonal and organizational dimensions of teacher psychological needs and the teacher affective states of burnout, organizational commitment and intent to leave the school and/or profession.

Findings

Whereas the intrapersonal dimension works primarily through burnout, the findings suggest that the interpersonal dimension (teacher–principal interactions) primarily functions to cultivate organizational commitment among teachers. At the organizational level, cultivating a trusting, enabling work environment where teachers can build on existing knowledge and skills had a demonstrated relationship to collective teacher burnout and organizational commitment, but only to the degree that these actions serve to build collective teacher efficacy.

Practical implications

In addressing existing deficits in support for teachers’ psychological needs within a school, school leaders have a significant mechanism through which to affect the attitudes and emotions of teachers which precede turnover behavior. However, addressing teacher psychological needs should be thought of as multidimensional – no single dimension (either the intrapersonal, interpersonal or organizational) alone will be sufficient. Principals should expect to work both one-on-one as well as collectively with teachers to address school working conditions which support their psychological needs as learners.

Originality/value

Prior studies examining the various working conditions of schools have included many common constructs, but the authors demonstrate how self-determination theory could be used to unify these seemingly unique characteristics of school working conditions with respect to how they support (or thwart) the psychological needs of teachers. The authors also empirically test the relationship of these dimensions to a wide-range of commonly-used teacher affective outcomes.

Details

Journal of Educational Administration, vol. 57 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 28 May 2021

Shih Yung Chou, Thuy Nguyen, Charles Ramser and Tree Chang

Integrating the social exchange perspective of helping behavior with self-determination theory (SDT), this study seeks to examine the impact of employees' psychological needs on…

Abstract

Purpose

Integrating the social exchange perspective of helping behavior with self-determination theory (SDT), this study seeks to examine the impact of employees' psychological needs on perceived organizational justice and the impact of perceived organizational justice on employees' helping behavior.

Design/methodology/approach

Cross-sectional and cross-organizational data were obtained from 177 full-time employees employed in 12 small- and medium-sized oil and gas service companies. A partial least squares approach using SmartPLS was employed to test the hypotheses.

Findings

Results illustrate that the psychological need for competence and need for autonomy are positively related to perceived distributive and procedural justice, respectively. Moreover, perceived distributive and procedural justice are related to helping behavior. Furthermore, perceived distributive justice fully mediates the relationship between the psychological need for competence and helping behavior, whereas perceived procedural justice partially mediates the relationship between the psychological need for autonomy and helping behavior.

Originality/value

From a theoretical standpoint, this study offers some theoretical explanations for how the basic psychological needs identified by SDT activate employees' perceived organizational justice. Practically, this study offers several managerial recommendations that help managers manage helping behavior in the organization effectively.

Details

International Journal of Productivity and Performance Management, vol. 71 no. 8
Type: Research Article
ISSN: 1741-0401

Keywords

Article
Publication date: 23 June 2021

Hui Chen, Qiaozhuan Liang, Chao Feng and Yue Zhang

Drawing on self-determination theory, this study explored how leader humility affected employees' proactive behavior through satisfying their psychological needs for autonomy…

Abstract

Purpose

Drawing on self-determination theory, this study explored how leader humility affected employees' proactive behavior through satisfying their psychological needs for autonomy, competence and relatedness. Furthermore, based on a contingency view, this paper suggested Chinese traditionality as a significant boundary condition for the effects of leader humility.

Design/methodology/approach

Data were collected from 465 employees and 111 direct supervisors in China using a three-wave, two-source design. Hierarchical regression analyses and Hayes' PROCESS macro were applied to test the hypotheses.

Findings

The results indicated that leader humility positively affected employee proactive behavior through the mediating mechanisms of psychological need satisfaction (i.e. autonomy, competence and relatedness). Furthermore, these positive effects were stronger among employees with lower Chinese traditionality beliefs.

Originality/value

Although prior research has examined the relationship between leadership and proactive behavior, most extant studies have focused on “top-down” leadership approaches, ignoring the effect of leader humility. Drawing on self-determination theory, the present study makes contributions to both the leader humility research and proactivity literature by identifying psychological need satisfaction as the mechanism and Chinese traditionality as the moderator.

Details

Journal of Organizational Change Management, vol. 34 no. 5
Type: Research Article
ISSN: 0953-4814

Keywords

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