Factors affecting motivation in the public sector under the context of self-determination theory and public service motivation : the case of the Hellenic Agricultural Insurance Organization (H.A.I.O.)

Purpose: The main aim of this study is to develop and test a conceptual framework that explores the factors that motivate employees in public services. The study is based on two theories, the Self Determination Theory (SDT), and the Public Service Motivation (PSM). Design/methodology/approach: The empirical testing of the proposed conceptual framework was conducted using a structured questionnaire that was distributed to 390 employees of a Greek public sector organization, namely the Hellenic Agricultural Insurance Organization (Η.Α.Ι.Ο.). The population of the study consists of 489 public servants. Exploratory factor analysis, confirmatory factor analysis and the structural equation modeling (SEM) technique were used to test the research hypotheses. Findings: Results highlight, among others, the importance of work autonomy and job satisfaction and their impact on employees’ intrinsic motivation. Moreover, empirical results emphasize the need for building a supportive work environment that contributes on employee satisfaction, autonomy and relatedness. Results also confirm the existence of a positive relationship among intrinsic motivation, public service motivation and job performance. Practical implications: The findings suggest that in cases where external incentives are significantly limited (e.g., in the public sector), it is crucial to consider the importance of promoting and supporting intrinsic motivation and support public service incentives. Originality/value: Self-determination theory seems to be poorly explored in the Greek public sector, and moreover, in economies and countries with similar characteristics. Therefore, it seems crucial to increase the knowledge about the real value of self-determination theory as a work motivation approach, especially in the public sector. Finally, research results may help supervisors and business leaders to implement appropriate systems and practices that promote a supportive environment in the workplace.peer-reviewe

Psychological Need Thwarting in the Sport Context: Assessing the Darker Side of Athletic Experience

Research in self-determination theory (Ryan & Deci, 2002) has shown that satisfac­tion of autonomy, competence, and relatedness needs in sport contexts is associated with enhanced engagement, performance, and well-being. This article outlines the initial development of a multidimensional measure designed to assess psychologi­cal need thwarting, an under-studied area of conceptual and practical importance. Study 1 generated a pool of items designed to tap the negative experiential state that occurs when athletes perceive their needs for autonomy, competence, and relatedness to be actively undermined. Study 2 tested the factorial structure of the questionnaire using confirmatory factor analysis. The supported model comprised 3 factors, which represented the hypothesized interrelated dimensions of need thwarting. The model was refined and cross-validated using an independent sample in Study 3. Overall, the psychological need thwarting scale (PNTS) demonstrated good content, factorial, and predictive validity, as well as internal consistency and invariance across gender, sport type, competitive level, and competitive experi­ence. The conceptualization of psychological need thwarting is discussed, and suggestions are made regarding the use of the PNTS in research pertaining to the darker side of sport participation

Antecedents of Perceived Coach Interpersonal Behaviors: The Coaching Environment and Coach Psychological Well- and Ill-Being

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradig

Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

The purpose of the study was to validate to the physical education context, the Spanish version of the Scale of the Satisfaction of Psychological Needs toward the Physical Education classes of Menéndez and Fernández-Rio, with the incorporation of the novelty, since they contemplated its inclusion. In this study, 1444 students participated (mean = 15.34, standard deviation = 1.12) from several schools in Almeria. To analyze the psychometric properties of the scale, several analyses were carried out. The results offered support for both the four-factor structure and the higher-order model called satisfaction. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. The results of this study demonstrated the reliability and validity of the Scale of the Satisfaction of Psychological Needs, with the incorporation of novelty in the Spanish context of Physical Education

Understanding the Coping Process from a Self-Determination Theory Perspective

Purpose: To explore conceptual links between the Cognitive-Motivational-Relational Theory of coping (Lazarus, 1991) and Self-Determination Theory of motivation (Deci & Ryan, 1985) Method: We present a very brief overview of the two theories. We also discuss how components from the two theories can be examined together to facilitate research in the health/exercise domain. To this effect, we offer a preliminary integrated model of stress, coping and motivation, based on the two aforementioned theories, in an attempt to illustrate and instigate research on how motivational factors are implicated in the coping process. Conclusion: We believe that the proposed model can serve as a platform for generating new research ideas which, besides their theoretical relevance, may have important applied implications

A Self-determination Theory Approach to the Study of Body Image Concerns, Self-presentation and Self-perceptions in a Sample of Aerobic Instructors

This study examined motivational predictors of body image concerns, self-presentation and self-perceptions using Self-determination Theory as a guiding framework. Aerobic instructors (N = 149) completed questionnaires measuring general need satisfaction, exercise motivational regulations, body image concerns, social physique anxiety and self-perceptions. Introjected regulation predicted all outcome variables in the expected direction. Intrinsic motivation positively predicted physical self-worth. Further, autonomy need satisfaction negatively predicted body image concerns. Finally, differences existed in need satisfaction, introjected regulation, self-perceptions and social physique anxiety between those at risk of developing eating disorders and those not at risk. The results underline the importance of overall and exercise-specific feelings of self-determination in dealing with body image concerns and low self-perceptions of aerobics instructors

Examining the relationship between leaders' power use, followers' motivational outlooks, and followers' work intentions

From the foundation of self-determination theory and existing literature on forms of power, we empirically explored relationships between followers' perceptions of their leader's use of various forms of power, followers' self-reported motivational outlooks, and followers' favorable work intentions. Using survey data collected from two studies of working professionals, we apply path analysis and hierarchical multiple regression to analyze variance among constructs of interest. We found that followers' perceptions of hard power use by their leaders (i.e., reward, coercive, and legitimate power) was often related to higher levels of sub-optimal motivation in followers (i.e., amotivation, external regulation, and introjected regulation). However, followers who perceived their leaders used soft power (i.e., expert, referent, and informational power) often experienced higher levels of optimal motivation (i.e., identified regulation and intrinsic motivation), but further investigation of soft power use is warranted. The quality of followers' motivational outlooks was also related to intentions to perform favorably for their organizations.Published versio

Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty

The purpose of this study was to validate and adapt to the Spanish context of Physical Education, the Spanish version of the Scale of Basic Psychological Needs in the context of physical exercise, with the incorporation of novelty to the scale. The sample that took part in the study was 2372 people from 16 to 48 years old from the province of Almeria. In order to analyze the psychometric properties of the scale, several analyses have been carried out. The results have offered support both for the eight-factor structure and for the higher-order double model where the eight subscales are joined into two constructs called frustration and satisfaction. The structure of both models was invariant with respect to gender and age. Cronbach’s alpha values were above 0.70 in the subscales and scales; and adequate levels of temporal stability. In addition, the subfactors pertaining to the satisfaction of basic psychological needs positively predicted the intrinsic motivation for physical activity, while each of the subfactors of the frustration of psychological needs predicted it negatively. The results of this study provide evidence of the reliability and validity of the BPNS in the Spanish context of physical activity

Does the level of motivation of physical education teachers matter in terms of job satisfaction and emotional exhaustion? A person-centered examination based on self-determination theory

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation