Leader autonomy support in the workplace: A meta-analytic review

Leader autonomy support (LAS) refers to a cluster of supervisory behaviors that are theorized to facilitate self-determined motivation in employees, potentially enabling well-being and performance. We report the results of a meta-analysis of perceived LAS in work settings, drawing from a database of 754 correlations across 72 studies (83 unique samples, N?=?32,870). Results showed LAS correlated strongly and positively with autonomous work motivation, and was unrelated to controlled work motivation. Correlations became increasingly positive with the more internalized forms of work motivation described by self-determination theory. LAS was positively associated with basic needs, well-being, and positive work behaviors, and was negatively associated with distress. Correlations were not moderated by the source of LAS, country of the sample, publication status, or the operationalization of autonomy support. In addition, a meta-analytic path analysis supported motivational processes that underlie LAS and its consequences in workplaces. Overall, our findings lend support for autonomy support as a leadership approach that is consistent with self-determination and optimal functioning in work settings.     

父母心理控制与儿童自我控制和问题行为:有中介的调节模型

选取343名儿童及其家长为被试考察父母心理控制对儿童问题行为的影响及其机制。结果:(1)心理控制正向预测儿童的内外化问题行为且这种影响受父母自主支持的调节;(2)父母自主支持的调节作用部分通过情绪控制影响儿童内外化问题行为,部分通过抑制控制影响儿童外化问题行为。结论:心理控制对儿童问题行为的影响受自主支持的调节,儿童自我控制能力在其中起部分中介作用。     

Social-Cognitive and Situational Influences on the Use of Face-Saving Persuasive Strategies

This study investigated the influences of three situational variables and interpersonal construct differentiation on the use of face-saving strategies. Speakers carried out role-play persuasive tasks that were varied on the dimensions of speaker power, request magnitude, and familiarity. The resulting messages were coded for the dominant levels of autonomy granting and positive face support provided to the target. Speakers provided more face support when they had relatively little power. Furthermore, this effect was stronger for positive face support than for autonomy granting. Speakers also granted more autonomy when making large requests, especially when they had relatively little power. With respect to familiarity, speakers provided less face support to familiar targets when small requests were involved but provided more face support when making large requests. The study also found several interactions between construct differentiation and the situational factors. The theoretical implications of these findings are discussed.     

The relationship between psychological well- and ill-being,and perceived autonomy supportive and controlling interpersonal styles: A longitudinal study of sport coaches

The present study longitudinally explored sports coaches' psychological well-being (positive affect and integration of coaching with one's sense of self) and ill-being (negative affect and devaluation of coaching) as predictors of their perceived autonomy supportive and controlling interpersonal styles towards individuals under their instruction. Participants were 195 sport coaches who completed questionnaire measures at three time points across an eleven-month period. Controlling for social desirability, multilevel analyses revealed that within-person increases and individual differences in positive affect and integration were positively associated with autonomy support. Conversely, within-person increases and individual differences in negative affect, but not devaluation, were associated with increased use of interpersonal control. The indicators of well-being did not predict interpersonal control and the indicators of ill-being did not predict autonomy support. In their entirety, the present findings suggest that autonomy supportive and controlling interpersonal styles have unique correlates, and affective determinants may play a particularly central role in controlling interpersonal styles. Supporting the psychological health of coaches may lead them to create an adaptive interpersonal environment for their athletes.     

A longitudinal study of the relationship of maternal autonomy support to children's adjustment and achievement in school

A longitudinal study examined the relations of maternal autonomy support to children's school adjustment. Autonomy support and other parenting dimensions were measured when children were 5 years old. School measures were teacher-rated academic and social adjustment and achievement in reading and math in grade 3. Regression analyses controlling for age 5 family and child factors (e.g., socioeconomic status [SES], kindergarten adjustment, IQ) revealed that autonomy support was positively related to grade 3 adjustment (social and academic) and reading achievement. Maternal emphasis on school performance was positively related to achievement measures but negatively related to social adjustment. Maternal use of rewards and praise was unrelated to grade 3 school measures. Finally, supplemental analyses revealed that autonomy support was associated with greater consistency in children's adjustment across social and academic domains as well as higher overall adjustment. These results highlight the developmental significance of parental autonomy support in early childhood.     

Correlates of parental control and autonomy support in an interdependent culture: A look at Ghana

It is unclear whether, similar to research findings in Western societies, autonomy support is associated with positive child outcomes, and forceful control with negative outcomes in collectivist societies. A two-part study (N = 190 Ghanaian sixth graders) examined the relations of parental structure, control, and autonomy support in Ghana with child outcomes, and whether autonomy support was at odds with Ghanaian children’s values of interdependence and respect for elders. Results showed that structure was related to cognitive perceived competence, parental control was related to controlled regulation around school work and decreased academic engagement, and autonomy support was negatively related to depression and positively related to autonomous forms of motivation, engagement in school, and interestingly, children’s endorsement of collectivist cultural values. The importance of distinguishing between parental control and provision of structure, and the implication of the findings for understanding the role of parental autonomy support in diverse cultures, are discussed.     

Parenting and Internet Behavior Predictors of Cyber-Bullying and Cyber-Victimization among Preadolescents

This study investigates the relationship between cyber-bullying (CB), cyber-victimization (CV), parenting styles, children’s Internet use and skills, on-line disinhibition, and five perceived specific Internet parenting practices in a sample of 220 Greek elementary students. Bully-victims scored higher in on-line disinhibition, while children of democratic parents in safe Internet use, Internet skills, and parenting communication about Internet use. CB and CV correlated negatively with Internet content parenting practices and autonomy, and positively with on-line disinhibition. CB negatively correlated with behavioral control. Psychological autonomy, warm involvement and on-line disinhibition significantly predicted CB, while psychological autonomy, CV. Prevention and intervention recommendations are provided.     

Burnout in High School Athletic Directors: A Self-Determination Perspective

Using the theoretical lens of self-determination theory, we examined correlates of burnout among high school athletic directors (N = 477, M = 45.8 years of age). Structural equation modeling of data from this cross-sectional study indicated that autonomy support from supervisors was positively associated with satisfaction of the three psychological needs (i.e., autonomy, competence, relatedness), whereas controlling behavior from supervisors was negatively correlated with psychological needs satisfaction. Competence was positively correlated with self-determination (autonomy and relatedness were not), which in turn was strongly associated with three dimensions of burnout.     

Teachers’ autonomy support,autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students

The study is based on self-determination theory and focuses on the motivation of high-achieving Bedouin students who belong to a hierarchical-collectivist society. The study focuses on the question: What are the relations between teachers’ autonomy support and control and an optimal learning experience among students? The study is unique in its population and in the distinction it draws between two types of teachers’ control: autonomy suppression (explicit control), and conditional negative regard, a phenomenon examined for the first time in teachers (implicit psychological control). The study population consisted of 144 students from seven high schools (74% girls) who completed questionnaires at two time-points. Structural equation modeling analysis indicated that perceived need satisfaction was positively predicted by teachers’ autonomy support, and negatively predicted by teachers’ conditional negative regard, while perception of a teacher as autonomy suppressive contributed directly and negatively to autonomous motivation. In turn psychological need satisfaction positively predicted autonomous motivation in learning that in turn predicted positive emotions and engagement in learning. The hypothesized mediation model has a good fit with the data. The findings have implications concerning the optimal conditions for learning among Bedouin students in general and high-achieving students in particular, and concerning the importance of autonomy-supportive teaching and refraining from control, explicit and implicit alike.     

Prior Performance and Goal Progress as Moderators of the Relationship Between Self-Efficacy and Performance

Over the last several years, the conventional view of self-efficacy as a positive influence on performance has been called into question. Researchers have identified a negative relationship between self-efficacy and performance when examined via within-person analyses, even in the presence of large positive between-person relationships. The current study proposes that the within-person relationship between self-efficacy and subsequent performance is moderated by one's degree of prior success or failure. Using a multitrial task, support was found for the proposed model. Following poor or substandard performances, self-efficacy was positively related to subsequent performance. However, following more successful prior performances, self-efficacy was negatively related to subsequent performance. Implications of these findings for theory and research on work motivation are discussed.     

The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning

Background Self‐determination theory defines two important dimensions of teaching style: autonomy support and structure. Aims The purpose of the present study was to investigate the synergistic relationship of perceived teacher autonomy support and the provision of structure in the prediction of self‐regulated learning. Sample and method Students (N = 526) completed questionnaires assessing perceived autonomy support, structure, and self‐regulated learning. Results First, autonomy support and structure were found to be positively correlated, suggesting that the support of student autonomy generally goes hand in hand with the provision of structure and order in the classroom. Second, moderated regression analyses indicated that structure but not autonomy support yielded a main effect on self‐regulated learning, although this main effect was qualified by a structure by autonomy support interaction. Conclusio The interaction suggests that structure was associated with more self‐regulated learning under conditions of moderate and high autonomy support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an autonomy‐supportive way.     

情绪创造性的影响因素及其与应对方式的关系

探讨情绪创造性的影响因素以及情绪创造性与应对方式的关系及其途径。研究1对150名高中生施测父母教养觉知量表、简式人格问卷、情绪创造性问卷;研究2对152名高中生施测情绪创造性问卷、成就动机量表、应对方式问卷。结果表明,大五人格和父母教养方式均可显著预测情绪创造性;情绪创造性通过成就动机间接影响应对方式,其中有效性通过追求成功动机而促进问题中心应对,准备性通过避免失败动机而促进情绪中心应对。     

Psychometric Properties of the Acceptance and Action Questionnaire – II for Taiwanese College Students and Elite Athletes

The aim of this study was to validate the Taiwanese version of the Acceptance and Action Questionnaire-II (AAQ-II) using a population that consisted of college students and athletes. The authors conducted three independent studies to examine the psychometric properties of the AAQ-II. Study 1 examined the validity of the AAQ-II in a sample of undergraduate students. Study 2 examined the group invariance of the AAQ-II between undergraduate students and athletes. Study 3 examined nomological validity by testing the mediating role of experiential avoidance in the relationship between perceived autonomy support and well?/ill-being indicators. Overall, the results of the confirmatory factor analyses conducted in Study 1 demonstrated the existence of a unidimensional AAQ-II. AAQ-II was positively correlated with depression. The internal consistency of the scale was 0.81. In Study 2, factorial invariance of the AAQ-II was demonstrated across undergraduate students and adolescent athletes. Study 3 showed that perceived autonomy support was related to both depression and negative emotion through experiential avoidance. However, experiential avoidance did not mediate the relationship between perceived autonomy support and positive emotion and life satisfaction. In summary, this study provided preliminary evidence to support the validity and reliability of the AAQ-II and opened a new avenue for cross-cultural researchers.     

Motivational predictors of learning strategies,participation, exertion,and performance in physical education: A randomized controlled trial

Teachers’ support of student autonomy in physical education (PE) is believed to be important for students’ motivation and outcomes in PE. We tested the hypothesis that an intervention designed to help teachers to be more autonomy supportive in teaching their students to use learning strategies (relative to standard teaching) would increase students’ perceived autonomy support from the teachers, perceived competence, autonomous motivation, use of learning strategies and their exertion, participation, and grades in PE over a school year. We also tested a self-determination theory (SDT) process model. Experimental effects of the intervention yielded significant positive effects on changes in perceived autonomy support, learning strategies defined as absorption and effort regulation, as well as for performance (i.e., grades). In testing the SDT process model with SEM, most of the predicted paths were significantly supported.     

Emotional Autonomy and Problem Behavior Among Chinese Adolescents

The author examined the association between emotional autonomy and problem behavior among Chinese adolescents living in Hong Kong. The respondents were 512 adolescents, 16 to 18 years of age, who were interviewed for a cross-sectional study. Three dimensions of emotional autonomy including individuation, nondependency on parents, and de-idealization of parents were significantly and positively correlated with the amount of problem behavior the participants engaged in during the past 6 months. Using a simple linear multiple regression model, the author found that problem behavior was associated with only one aspect of emotional autonomy-individuation. Results indicated that the relationship between problem behavior and three aspects of emotional autonomy was similar in both individualistic and collectivistic societies.     

Emotional autonomy and problem behavior among Chinese adolescents

The author examined the association between emotional autonomy and problem behavior among Chinese adolescents living in Hong Kong. The respondents were 512 adolescents, 16 to 18 years of age, who were interviewed for a cross-sectional study. Three dimensions of emotional autonomy including individuation, nondependency on parents, and de-idealization of parents were significantly and positively correlated with the amount of problem behavior the participants engaged in during the past 6 months. Using a simple linear multiple regression model, the author found that problem behavior was associated with only one aspect of emotional autonomy-individuation. Results indicated that the relationship between problem behavior and three aspects of emotional autonomy was similar in both individualistic and collectivistic societies.     

KNOWLEDGE WORKER TEAM EFFECTIVENESS: THE ROLE OF AUTONOMY, INTERDEPENDENCE, TEAM DEVELOPMENT, AND CONTEXTUAL SUPPORT VARIABLES

This study investigated how autonomy, interdependence, and team development, along with process and contextual support variables, were related to the effectiveness of teams of "knowledge workers." The sample included 231 knowledge workers from 27 work teams. Team members completed surveys measuring the design, process, and contextual factors. Effectiveness measures included multiple key stakeholder evaluations of team performance and self-report measures of attitudinal outcomes. The results suggest that interactions among design, process, and contextual support factors have important implications for team effectiveness. In particular, the positive relationship between team autonomy and team job motivation was reduced as teams worked under more interdependent conditions. This interaction effect also varied across the types of autonomy (e.g., planning-related, product-related, and people-related) the team was given. Results also demonstrated that the relationship between job motivation and team process behaviors (helping, sharing, and innovating) was more positive in teams who were developmental mature. Process behaviors were positively related to effectiveness, but those relationships became more positive in the presence of certain contextual factors (high-quality goals and efficient information transmission), and less positive in the presence of others (feedback and time pressure). Future research needs and practical implications of these results are discussed.     

About Some Personality Misfortunes of Opportunists: The Negative Correlation of Economic Defection With Autonomy,Agreeableness, and Well‐Being1

This research contributes to progress in comprehension of the construct of opportunism and defection through investigation of some personality correlates of opportunism. It reports the results of 3 studies that aim to explore the relationships between economic opportunism and autonomy, agreeableness, and well‐being. The first 2 studies (Ns = 193 and 169) examined the correlation between opportunistic propensity, as measured by an economic opportunism scale with measures of autonomy, control, impersonal orientation, Big Five, and psychological well‐being. Consistent with predictions, opportunism was positively correlated with control and impersonal orientations; and negatively correlated with autonomy, agreeableness, and psychological well‐being. Study 3 (N = 61) showed that the level of cooperation in a trust game was negatively correlated with control orientation.     

Testing a self-determination theory intervention for motivating tobacco cessation: supporting autonomy and competence in a clinical trial.

A longitudinal randomized trial tested the self-determination theory (SDT) intervention and process model of health behavior change for tobacco cessation (N = 1006). Adult smokers were recruited for a study of smokers' health and were assigned to intensive treatment or community care. Participants were relatively poor and undereducated. Intervention patients perceived greater autonomy support and reported greater autonomous and competence motivations than did control patients. They also reported greater medication use and significantly greater abstinence. Structural equation modeling analyses confirmed the SDT process model in which perceived autonomy support led to increases in autonomous and competence motivations, which in turn led to greater cessation. The causal role of autonomy support in the internalization of autonomous motivation, perceived competence, and smoking cessation was supported.     

Values and psychological well-being among adolescents – are some values ‘healthier’ than others?

We analyzed links between psychological well-being (PWB: autonomy, environmental mastery, personal growth, relationships, purpose, self-acceptance) and values among 147 adolescents. Values corresponded with PWB: Openness to change correlated positively with Autonomy and negatively with Purpose in Life; Self-enhancement negatively with Environmental Mastery, Personal Growth and Positive Relationships; Self-transcendence positively with Personal Growth and Positive Relationships; Conservation negatively with Autonomy, but positively with Purpose in Life. We identified four value clusters: ‘Young wolves’ (strong openness and self-enhancement) experienced stronger autonomy but a lower positive relationships; ‘Post-materialists’ (openness and self-transcendence), experienced stronger autonomy and positive relationships; ‘spiritual traditionalists’ (conservation and self-transcendence), had higher sense of personal growth and positive relationships; and the ‘undecided’ (no dominating value set) experienced lower autonomy and personal-growth.