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Today, psychological well-being is increasingly valued by organizations because it is integral to employee performance. The style of leaders supervising their subordinates is an important influence on their psychological well-being. Abusive supervision can lead to a depletion of resources among their subordinates by inducing psychological stress, leading to a decline in psychological well-being. In this research, the authors use the conservation of resources (COR) theory and self-determination theory to examine the mechanism between abusive supervision and psychological well-being. This study can contribute to previous research by applying the COR theory and self-determination theory, which were not discussed, to explain the relationship between leader's leadership behavior and psychological well-being of organizational members.

The authors conduct a multi-time data collection method of two waves with six-week intervals. The authors received 322 samples and conducted a confirmatory factor analysis to test result validity and used multiple regression to examine the direct and moderating effects. Additionally, the authors used the bootstrapping method to test mediating effects.

The results show that abusive supervision is negatively related to psychological well-being and self-determination plays the mediating role between them, while perceived person-organization fit is the moderator between self-determination and psychological well-being.

The authors identified self-determination as the mediator between abusive supervision and psychological well-being and perceived person-organization fit plays the moderating role between self-determination and psychological well-being.

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research documents that students who leave school as more self-determined young people achieve more positive employment and independent living outcomes and experience a higher quality of life. Further, promoting self-determination can provide an entry point to the general education curriculum for students with disabilities, and instruction to promote self-determination can enable students to better engage with and learn in the general education curriculum. This chapter defines the self-determination construct as it applies to the education of students with disabilities, examines the importance of such instruction, and provides information with regard to prevailing practices in assessment and instruction to promote this outcome.

The present study aimed to examine the relationship between humble leadership (HL) and employee adaptive performance by testing the mediating role of self-determination and the moderating role of employee attributions of HL.

A three-wave, two-source design was used to collect quantitative data from 301 employees and 45 direct supervisors of mainland Chinese enterprises. Testing the hypotheses was conducted through multiple regression analysis and moderated regression analysis.

Results showed that HL was positively related to employee adaptive performance. Additionally, the relationship between HL and employee adaptive performance was mediated by self-determination. Furthermore, this positive effect of HL on self-determination was minimized among employees who attribute HL to impression management motives but is insignificant for employees who attribute HL to performance improvement motives.

It has been widely concerned that the traditional “top-down” leadership styles are associated with employee adaptive performance; however, the role of bottom-up leadership styles on employee adaptive performance has only been sporadically examined. The present study introduced HL, a typical bottom-up leadership style and developed a moderated mediation model to investigate the potential effect of HL on employee adaptive performance. Moreover, by confirming the mediating role of self-determination, the authors further uncover how HL facilitates employees' adaptive performance. Meanwhile, the moderating role of employee attributions of HL found in this study offers new insights into the understanding of the effectiveness of HL.

Promoting the self-determination of youth and young adults with disabilities has become best practice in the field of special education. Such efforts have been shown to positively impact student educational goal attainment, access to the general education curriculum, student involvement in educational and transition planning, and more positive postschool outcomes. This chapter discusses the self-determination construct, reviews the literature pertaining to what is known about promoting self-determination and goal attainment, and introduces assessments, evidence-based practices, and strategies for promoting student involvement.

Indigenous peoples are often alienated from their lands and culture. This has arguably resulted in Indigenous peoples figuring disproportionately in the social and economic statistics. The right of self-determination is often touted as a panacea to these statistics. The focus of this paper is to rethink the notion of self-determination and examine whether the process afforded by the United Nations Decolonization Committee can assist or whether the sway of State politics and State power impedes this right for Indigenous peoples.

If students with developmental disabilities are to develop self-determination skills, instruction in targeted competencies must, of necessity, begin in the public schools. Wehmeyer, Field, Doren, Jones, and Mason (2004) have noted that “promoting access to the general education curriculum provides the chance to more fully infuse efforts to promote self-determination and student involvement actually provides a means to promote the participation of students with disabilities in the general curriculum” (p. 417). Teachers working with students with disabilities thus can (a) facilitate progress in the general education curriculum by teaching standards-based skills and knowledge associated with elements of self-determination (that are typically reflected in state and local standards); and (b) teaching specific self-determination skills, including self-regulation, self-management, goal setting, decision-making, and problem-solving (see Wehmeyer et al., 2004).

Little is known about how self-determination and financial attitude are linked to retirees’ financial well-being in Nigerian context. Drawing from the theory of reasoned action, the purpose of this paper is to examine the connection of self-determination, financial attitude and financial well-being. Also, this paper examines the mediating role of financial attitude between self-determination and financial well-being.

A cross-sectional study was used in collecting quantitative data from 399 retirees drawn from North Central Nigeria. Hypotheses are tested through structural equation modelling using the Analysis of Moments of Structures (AMOS) software, version 23.

Results from the research indicate that financial attitude serves as a trajectory through which self-determination leads to financial well-being. Therefore, self-determination and financial attitude significantly contribute to the financial well-being of retirees.

The use of a cross-sectional design may undermine the causal conclusions of the findings. This study adds to existing research on financial well-being by showing that financial attitude is significant in attaining financial well-being and how self-determination variable impact financial well-being.

This study contributes to literature by establishing the mediating role of financial attitude in the relationship between self-determination and financial well-being. Thus, instead of concentrating on only the direct effects of self-determination and financial well-being, the indirect effect of financial attitude is tested.

The purpose of this paper is to explore the relationship of self-determination with degree of dependence in daily activities among community-dwelling persons aged 80 years and older.

This cross-sectional study focused on community-dwelling people 80 years or older with varied degree of dependence in daily activities. Self-determination in daily life was assessed with the statements from the Impact on Participation and Autonomy-Older persons (IPA-O), and degree of dependence in daily activities was assessed with the activities of daily living (ADL) staircase. Data were analysed using Fisher’s exact test, and the relative risk with a 95 per cent confidence interval was used to explore the risk of perceiving reduced self-determination in daily life.

Compared to the independent persons, the perceived self-determination was significantly lower among persons dependent in instrumental activities of daily living (I-ADL), and persons dependent in personal activities of daily living (P-ADL). Reduced self-determination was most pronounced in persons requiring help with P-ADL.

Following key features could be applied to strengthen the community-dwelling older people’s self-determination; incorporating a dialogue where self-determined questions are raised; adopting a person-centred approach between the persons involved; acknowledging older people’s capabilities – what they are able to do and to be, and what they value.

This study highlights the need of integrating a self-determined dialogue into healthcare where the older person and the professional focus on self-determined questions.

In the uncertainty of the global economy, many young adults have financial independence from their parents and are making financial decisions in a difficult financial environment. This study aims to focus on debt management behavior for young adult consumers.

The data is from the 2010 National Longitudinal Survey of Youth 1997 (NLSY97). The NLSY97 includes information on US young consumers’ financial, demographic and attitudinal characteristics, as well as various socio-economic conditions, making it convenient to explore the relationships between financial behavior and psychology variables. In the 2010 survey, 4,110 young consumers were interviewed.

The results show that self-determination and motivation alone cannot bring about a direct change in financial behavior without the mediation of financial psychology. Therefore, consumer finance research should consider debt-management behavior by presenting different strategies than those currently used.

In the self-determination theory, emphasizes the internal grounds for distinguishing self-regulation from personality development and behavior. Specially, this paper deals with the financial behavior of young adult consumers through self-determination theory.

Self-determination is governed by ethical and legal rights in western society. In spite of that, older people are still restricted by others in their decision-making processes. The purpose of this paper is to explore older persons’ different conceptions of self-determination.

A qualitative phenomenographic interview study on frail older persons (n=15).

Three categories emerged, showing the variations of conception of self-determination as experienced by frail older people: first, self-determination changes throughout life; second, self-determination is being an agent in one's own life; and third, self-determination is conditional. In summary, while self-determination is changeable throughout life, and older persons want to be their own agents, and struggle to be that, certain conditions must be met to make it possible for them to be able to exercise self-determination.

Suggestions for supporting and strengthening frail older persons’ self-determination, and indirectly their well-being and health: to have a person-centered approach, treat them with dignity and respect and give them opportunities to influence and to feel involved; to improve their health literacy by, for example, supporting them with enough knowledge to be able to exercise self-determination; to make them feel safe and secure in relationships, such as with family and caregivers.

This study explores frail older persons’ own conceptions of self-determination to be able to gain knowledge of how professionals can support them so that they may experience self-determination in life.