“What Motivates You Doesn't Motivate Me”: Individual Differences in the Needs Satisfaction–Motivation Relationship of Romanian Volunteers

The present study examines individual differences in the relationship between two core concepts of the self‐determination theory (SDT), namely satisfaction with the autonomy, competence, and relatedness need and motivation (autonomous vs. controlled). Based on the values component of SDT we hypothesised at least two different subpopulations with different need satisfaction–motivation patterns. Data from 349 Romanian volunteers revealed that two groups (or subpopulations) of volunteers can be distinguished, supporting our hypothesis. For the first and largest group, the pattern is in line with the SDT assumption that satisfaction of the autonomy and competence need has an effect on the autonomous forms of motivation. This group is in line with people endorsing intrinsic values. The second group of volunteers, however, revealed that satisfaction with the relatedness need links up with the controlled forms of motivation, and satisfaction of autonomy and competence needs does not predict autonomous motivation. This group is expected to favor extrinsic values. Both relationship patterns were further linked to work engagement and intention to quit, in order to shed light on the practical importance of the observed differences.     

A Test of Self-Determination Theory in the Exercise Domain

In accordance with self-determination theory (SDT; Deci & Ryan, 1985 ), this study examined the relationship between autonomy support, psychological need satisfaction, motivational regulations, and exercise behavior. Participants ( N =369) were recruited from fitness, community, and retail settings. Fulfillment of the 3 basic psychological needs (i.e., competence, autonomy, and relatedness) related to more self-determined motivational regulations. Identified and introjected regulations emerged as positive predictors of strenuous and total exercise behaviors. Competence need satisfaction also predicted directly—and indirectly via identified regulation—strenuous exercise. For participants engaged in organized fitness classes, perceptions of autonomy support provided by exercise class leaders predicted psychological need satisfaction. Furthermore, competence need satisfaction partially mediated the relationship between autonomy support and intrinsic motivation. These findings support SDT in the exercise domain.     

Coaching Behaviors,Satisfaction of Needs,and Intrinsic Motivation Among Chinese University Athletes

This cross-sectional study applied self-determination theory to understand the relationship between coaching behaviors, psychological need satisfaction, and intrinsic motivation among young Chinese athletes from 2 universities in Macao, China (N = 208). In the path model with the demographics adjusted, coaching behaviors (training instruction, democratic behaviors, autocratic behaviors, social support, and positive feedback) and need satisfaction (perceived autonomy, competence, and relatedness) explained 44% of the variance in intrinsic motivation. We also found indirect effects of some coaching behaviors on intrinsic motivation through satisfying the psychological needs. Furthermore, independent self-construal significantly moderated the relationship between perceived relatedness and intrinsic motivation.     

Show them the money? The role of pay,managerial need support,and justice in a self‐determination theory model of intrinsic work motivation

The link between money and motivation has been a debated topic for decades, especially in work organizations. However, field studies investigating the amount of pay in relation to employee motivation is lacking and there have been calls for empirical studies addressing compensation systems and motivation in the work domain. The purpose of this study was to examine outcomes associated with the amount of pay, and perceived distributive and procedural justice regarding pay in relation to those for perceived managerial need support. Participants were 166 bank employees who also reported on their basic psychological need satisfaction and intrinsic work motivation. SEM‐analyses tested a self‐determination theory (SDT) model, with satisfaction of the competence and autonomy needs as an intervening variable. The primary findings were that amount of pay and employees' perceived distributive justice regarding their pay were unrelated to employees' need satisfaction and intrinsic work motivation, but procedural justice regarding pay did affect these variables. However, managerial need support was the most important factor for promoting need satisfaction and intrinsic work motivation both directly, indirectly, and as a moderator in the model. Hence, the results of the present organizational field study support earlier laboratory experiments within the SDT framework showing that monetary rewards did not enhance intrinsic motivation. This seems to have profound implications for organizations concerned about motivating their employees.     

Volunteer engagement and intention to quit from a self‐determination theory perspective

Drawing on self‐determination theory, the current study investigates the mediation process of satisfaction with the 3 basic needs (i.e., autonomy, competence, relatedness) between autonomous motivation and volunteers' turnover intention and work engagement. A study of 349 Romanian volunteers reveals an interesting dichotomy. For work engagement, the positive effect of autonomy and competence needs satisfaction appears to have been partially mediated by autonomous motivation. Turnover intention, however, was directly influenced by the degree of autonomy and competence needs satisfaction. Moreover, satisfaction of the relatedness need had no effect on the 2 outcome variables when controlling for satisfaction of autonomy and competence needs. Implications and possible explanations are suggested.     

Daily motivation of volunteers in healthcare organizations: relating team inclusion and intrinsic motivation using self-determination theory

The work of volunteers is indispensable for the well functioning of healthcare organizations, and for maintaining the quality of care in times of austerity. As feelings of intrinsic motivation stimulate volunteer well-being and their long-term engagement, we study how team inclusion relates to volunteers’ intrinsic motivation during their activities. We hypothesize that volunteers’ perceptions of inclusion are positively related to intrinsic motivation, via the satisfaction of their basic needs for autonomy, competence, and relatedness. To test our hypothesis, we conducted a daily-diary study, obtaining a final sample of 43 volunteers and 204 completed diaries. Multilevel path analyses showed that team inclusion was positively related to volunteers’ intrinsic motivation during their activities. Subsequent mediation analyses revealed that competence and relatedness need satisfaction mediated this relationship. Thus, when volunteers feel part of the team with which they complete their activities, they experience intrinsic motivation because feeling included stimulates their feelings of being competent and being related to others.     

The Relationship Between Psychological Needs,Self‐Determined Motivation,Exercise Attitudes,and Physical Fitness1

The primary purpose of this study was to examine the relationships between psychological need satisfaction (competence, autonomy, and relatedness), exercise regulations, and motivational consequences proposed by Self‐Determination Theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000). The secondary purpose was to explore changes in these constructs over the course of a 12‐week prescribed exercise program. Results indicated competence and autonomy were positively correlated with more self‐determined exercise regulations, which in turn were more positively related to exercise behavior, attitudes, and physical fitness. Multiple regression analyses revealed that exercise behavior mediated the relationship between self‐determined motives and physical fitness, and both identified and intrinsic exercise regulations contributed significantly to the prediction of attitudes. Paired‐sample t tests supported modest to large changes in need satisfaction constructs, as well as identified and intrinsic regulations over the 12‐week exercise program. These results suggest that SDT is a useful framework for studying motivational issues in the exercise domain.     

Goal contents,motivation, psychological need satisfaction,well-being and physical activity: A test of self-determination theory over 6 months

ObjectivesThis investigation examined how Goal Contents Theory, Organismic Integration Theory, and Basic Psychological Needs Theory collectively explain well-being and behavioral outcomes related to physical activity over 6 months. Specifically we examined a model whereby changes in relative intrinsic goal contents → changes in motivation → changes in psychological need satisfaction → well-being and physical activity.Methods and designParticipants were 203 adults from the general population (68.00% female; M_age = 32.57 years, SD = 15.73). Two identical questionnaire packages containing assessments of goal contents, motivational regulations, basic psychological need satisfaction, indicators of well-being and physical activity behavior, separated by six months were given to participants. Residualized change scores were analyzed with path analysis.ResultsResults supported the hypothesized sequence of SDT. Changes in psychological need satisfaction mediated the relationship between changes in autonomous motivation and well-being. A more complex pattern of results emerged for the indirect effects of motivation and psychological need satisfaction between relative intrinsic goals → well-being. Changes in competence satisfaction mediated the relationship between autonomous motivation and physical activity behavior. Moreover, changes in autonomous motivation through competence satisfaction mediated the relationship between relative intrinsic goals and physical activity.ConclusionsFindings support a model based on 3 mini-theories of SDT and suggest that psychological need fulfillment during physical activity could be a key mechanism that facilitates increased well-being and behavior. Findings also highlight the importance of examining competence, autonomy, and relatedness independently (rather than as a composite).     

Psychological need satisfaction,intrinsic motivation and affective response to exercise in adolescents

ObjectivesTo further understanding of the factors influencing adolescents' motivations for physical activity, the relationship of variables derived from Self-Determination Theory to adolescents' affective response to exercise was examined.DesignCorrelational.MethodAdolescents (N = 182) self-reported psychological needs satisfaction (perceived competence, relatedness, and autonomy) and intrinsic motivation related to exercise. In two clinic visits, adolescents reported their affect before, during, and after a moderate-intensity and a hard-intensity exercise task.ResultsAffective response to exercise and psychological needs satisfaction independently contributed to the prediction of intrinsic motivation in hierarchical linear regression models. The association between affective response to exercise and intrinsic motivation was partially mediated by psychological needs satisfaction.ConclusionsIntrinsic motivation for exercise among adolescents may be enhanced when the environment supports perceived competence, relatedness, and autonomy, and when adolescents participate in activities that they find enjoyable.     

The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.     

Extending the trans‐contextual model in physical education and leisure‐time contexts: Examining the role of basic psychological need satisfaction

Background. The trans‐contextual model (TCM) is an integrated model of motivation that aims to explain the processes by which agentic support for autonomous motivation in physical education promotes autonomous motivation and physical activity in a leisure‐time context. It is proposed that perceived support for autonomous motivation in physical education is related to autonomous motivation in physical education and leisure‐time contexts. Furthermore, relations between autonomous motivation and the immediate antecedents of intentions to engage in physical activity behaviour and actual behaviour are hypothesized. Aims. The purpose of the present study was to incorporate the constructs of basic psychological need satisfaction in the TCM to provide a more comprehensive explanation of motivation and demonstrate the robustness of the findings of previous tests of the model that have not incorporated these constructs. Sample. Students (N=274) from Greek secondary schools. Method. Participants completed self‐report measures of perceived autonomy support, autonomous motivation, and basic psychological need satisfaction in physical education. Follow‐up measures of these variables were taken in a leisure‐time context along with measures of attitudes, subjective norms, perceived behavioural control (PBC), and intentions from the theory of planned behaviour 1 week later. Self‐reported physical activity behaviour was measured 4 weeks later. Results. Results supported TCM hypotheses. Basic psychological need satisfaction variables uniquely predicted autonomous motivation in physical education and leisure time as well as the antecedents of intention, namely, attitudes, and PBC. The basic psychological need satisfaction variables also mediated the effects of perceived autonomy support on autonomous motivation in physical education. Conclusions. Findings support the TCM and provide further information of the mechanisms in the model and integrated theories of motivation in physical education and leisure time.     

Role clarity,role conflict,and vitality at work: The role of the basic needs

This study aimed to provide new information on the relationships between vitality at work and role clarity, role conflict, and psychological basic need satisfaction. Participants of the cross‐sectional study were 110 employees in a preventive intervention program. Associations between the focal constructs were examined with regression and bootstrapping analyses. The results suggest that the role clarity is associated with subjective vitality at work through higher autonomy and higher competence, and that role conflict is negatively associated with subjective vitality at work through lower autonomy and lower relatedness. Additionally, an interaction between the role characteristics was observed, suggesting that the strength of the association between role clarity and competence, and the strength of the indirect association between role clarity and vitality through competence may vary depending on the level of role conflict. The findings are consistent with the notion that that managers and co‐workers may affect the opportunities of individuals to achieve need satisfaction and feel energized by delineating and negotiating role‐related factors at work. Need satisfaction, in turn, is an antecedent of well‐being and motivation. Employees should feel able to clarify role ambiguities with their supervisor or co‐workers and thus reduce the role conflicts imposed by the expectations of various stakeholders. Limitations of the study include the self‐rating methodology, cross‐sectional design, and properties of the sample restricting generalizability.     

VOLUNTEERING FOR JOB ENRICHMENT: A TEST OF EXPECTANCY THEORY PREDICTIONS

In order to test predictions derived from an expectancy theory model developed by Lawler, measures of higher-order need satisfaction, locus of control, and intrinsic motivation were obtained from 252 female assembly line workers. Also, each employee was asked whether or not she wished to volunteer for a job enrichment project. Enriched jobs were described as having greater autonomy, variety, task identity, and feedback than typical assembly line jobs. Both locus of control and intrinsic motivation were found to serve as effective moderators of the relationship between higher-order need satisfaction and volunteering for job enrichment, in that significantly higher negative relationships were obtained for persons high in locus of control and intrinsic motivation than for persons low in these measures. These results are seen as supportive of applicable portions of Lawler's model. Also, implications of the results for placement of individuals in enriched jobs are discussed.     

Complex Relationships Among Personality Traits,Job Characteristics,and Work Behaviors

The aim of the study was to investigate the additive, mediating, and moderating effects of personality traits and job characteristics on work behaviors. Job applicants (N=161) completed personality questionnaires measuring extraversion, neuroticism, achievement motivation, and experience seeking. One and a half years later, supervisors rated the applicants' job performance, and the job incumbents completed questionnaires about skill variety, autonomy, and feedback, work stress, job satisfaction, work self‐efficacy, and propensity to leave. LISREL was used to test 15 hypotheses. Perceived feedback mediated the relationship between achievement motivation and job performance. Extraversion predicted work self‐efficacy and job satisfaction. Work stress mediated the relationship between neuroticism and job satisfaction. Job satisfaction and experience seeking were related to propensity to leave. Autonomy, skill variety, and feedback were related to job satisfaction.     

Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes

Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy‐support in Japanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomy‐supportive teaching. In Study 1, exploratory focus groups defined cultural perspectives on autonomy‐support and structure. Exploratory and confirmatory factor analysis indicated that clarity, pacing, and teachers' positive affect correspond to students' perception of supportive teaching. Study 2 investigated teacher support in relation to in‐class engagement using longitudinal structural equation modeling. The results indicated a strong relationship between perceptions of support and classroom behavioral engagement, with stable effects over time. Study 3 longitudinally investigated teacher support in relation to students' perceptions of personal autonomy, relatedness, and competence need satisfaction. Findings show a strong positive relationship between teacher support and need satisfaction with high test‐retest reliability. Discussion focuses on how autonomy need satisfaction is experienced in different cultures with differing social norms.     

个性化工作协议对员工主动性职业行为和创造力的影响

个性化工作协议是员工和组织通过谈判协商, 自愿达成的非标准化工作协议。基于自我决定理论, 本文探讨了个性化工作协议对员工主动性职业行为和创造力的影响机制及其边界条件。通过分析230对“员工-主管”匹配数据, 本研究发现：个性化工作协议增强了员工基本心理需求满足(能力需求、自主需求和关系需求), 促进了主动性职业行为和创造力, 其中能力需求满足中介了个性化工作协议对主动性职业行为和创造力的影响; 此外, 较高水平的工作负荷不仅增强了个性化工作协议对员工能力需求/自主需求满足的促进作用, 也增强了个性化工作协议通过提升能力需求满足, 进而提升员工主动性职业行为和创造力的中介效应。     

How Colleagues Can Support Each Other's Needs and Motivation: An Intervention on Employee Work Motivation

Organisations have flattened and increasingly rely on teamwork. Therefore, colleagues play an increasingly important role in stimulating employee motivation. Adopting Self‐Determination Theory as a guiding framework, the aim of this field experiment was to examine whether team members can be trained in supporting each other's basic psychological needs for autonomy, competence, and relatedness and, hence, increase each other's need satisfaction and autonomous motivation, while decreasing controlled motivation. We delivered training to 146 participants nested in 26 participating teams and assessed basic need satisfaction and autonomous and controlled motivation before and after the intervention. Multilevel regression analyses indicated that employees in the experimental (i.e. intervention) condition had a stronger increase in need satisfaction and autonomous motivation than employees did in the control condition, and that the increase in autonomous motivation was mediated by an increase in need satisfaction. This study provides added value for theory on need satisfaction and demonstrates that a relatively brief intervention among team members may be effective in creating employee need support and increasing autonomous motivation.     

The importance of autonomy support and the mediating role of work motivation for well‐being: Testing self‐determination theory in a Chinese work organisation

We examine relations between perceived organisational autonomy support and different types of work motivation and well‐being outcomes in 266 teachers from two government schools in China. We hypothesised that greater autonomy support would be associated with more autonomous forms of employee motivation, and that teacher motivation would in turn mediate the effects of autonomy support on indicators of work well‐being (i.e., job satisfaction, work stress and physical ill symptoms). Results generally supported the hypothesised relations between perceived autonomy support and SDT's five types of motivations. Findings also showed that perceived autonomy support predicted job satisfaction directly and indirectly through the mediating roles of intrinsic motivation, identified regulation, introjected regulation and external regulation. Perceived autonomy support predicted work stress directly and indirectly through the mediating roles of external regulation and amotivation. Autonomy support also predicted illness symptoms via the mediating roles of intrinsic motivation, introjected regulation and amotivation. The current findings highlight how perceived organisational support for autonomy relates to motivational differences in a Chinese work context, and the potential relevance of autonomy support for employee well‐being.     

独立、协同和平衡视角下的单维式基本心理需要满足

通过聚焦各需要满足(自主、归属或能力满足)间的“异质”性, 单维式基本心理需要满足的探索为基本心理需要满足研究的整体框架提供了重要补充。独立、协同和平衡视角下, 综述了单维式需要满足影响个体的理论基础(内部动机和内化的外部动机的心理机制)和研究现状; 提出并论述了三种需要满足的有限可替代性。未来研究应深化三种视角的需要满足研究、探索需要满足间的补偿效应、单维式需要满足的神经基础和单维式基本需要受阻等。     

Proximal Job Characteristics,Feelings of Empowerment,and Intrinsic Motivation: A Multidimensional Model1

We examined relations between job characteristics, empowerment, and intrinsic motivation among technical and telemarketing workers. Empowerment was conceptualized as a gestalt of 4 psychological dimensions: autonomy, competence, meaningfulness, and impact. It was hypothesized that the various dimensions of empowerment would mediate the relationship between job characteristics, such as feedback and autonomy support, and intrinsic motivation at work. A path analysis supported the hypothesis, revealing that different job characteristics were predictive of different aspects of empowerment, and that aspects of empowerment differentially affected intrinsic motivation. The results point to the value of considering empowerment as a multidimensional construct.