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Schools worldwide are experiencing challenges in terms of ensuring quality education and good retention of its teaching staff. The highly stressful nature of the teaching profession as well as the high demands placed on teachers with the constant changes in curriculum, not enough resources and insufficient support from supervisors, cause secondary school teachers to show high turnover intention rates and high attrition rates which are extremely costly and detrimental to the success of the school. The well-being of the teacher is mostly overlooked within a highly stressful environment where the focus is on results. Demands on schools and teachers are becoming increasingly complex. Teacher issues are discussed on policy agendas as a result of concerns raised by teachers themselves about the future of their profession and whether they are sufficiently rewarded and supported in their work. The morale and motivation of teachers are important for future teacher retention. Teachers are now expected to have much broader roles, taking into account the development of the learner, the handling of teaching processes in the classroom, the focus of the entire school as a “community-in-action” and the relations with the larger community and the world of teaching in general. Thus expectations are higher and demands are more – but the well-being of the teacher does not seem to be a priority within the larger school environment and global teaching picture. Efforts to improve the psychological well-being and optimal functioning of secondary school teachers will affect individual and organizational outcomes. A teacher who functions well is more likely to stay in the profession and will be more motivated than one who is not engaged and demotivated. Investments in the well-being of teachers will lay the basis for positive school outcomes such better retention, better performance and job satisfaction. The aim of this study was to investigate the psychological well-being of a sample of secondary school teachers in North West Province and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the well-being of secondary school teachers and its outcomes. A stratified sample (N = 513) was taken of secondary school teachers in North West Province in South Africa. The measuring instruments used were the Supervisor Behaviour Scale, Work-Related Basic Need Satisfaction Scale, Balanced Measure of Psychological Needs, Work Engagement Scale, Turnover Intention Scale, Work-Life Questionnaire, Revised Job Diagnostic Survey, Co-Worker Relations Scale, Work and Meaning Inventory, Personal Resources Scale, Self-Rated Performance Scale, and Positive Practices Questionnaire. The results of study 1 showed that supervisor support (for autonomy, competence, and relatedness) was positively related to employees’ psychological need satisfaction and engagement and negatively related to intention to leave. Supervisor support affected engagement positively and intention to leave negatively via employees’ autonomy satisfaction. The findings suggest that supervisor support and psychological need satisfaction play a significant role in the engagement and retention of employees. The results of study 2 showed that a calling orientation, job design, and co-worker relations explained a large percentage of the variance in experiences of meaningful work. A low calling orientation and poor co-worker relations predicted a moderate percentage of the variance in burnout. A calling orientation, a well-designed job, good co-worker relations, and meaningful work predicted work engagement. Job design was moderately associated with self-ratings of performance. The absence of a calling orientation predicted teachers’ intentions to leave the organisation. The results of study 3 showed that teachers with the highest levels of psychological functioning derived the most meaning from their work. These teachers are renewed by the work they are doing. Positive organizational practices predicted positive outcomes such as meaning, engagement and self-determined behaviour. Psychologically-well and healthy teachers are more likely to focus on the meaningfulness of the work they are doing. It seems that the most important positive practices in the pathway to better psychological well-being at work are those of meaningful work and inspiration.

Schools worldwide are experiencing challenges in terms of ensuring quality education and good retention of its teaching staff. The highly stressful nature of the teaching profession as well as the high demands placed on teachers with the constant changes in curriculum, not enough resources and insufficient support from supervisors, cause secondary school teachers to show high turnover intention rates and high attrition rates which are extremely costly and detrimental to the success of the school. The well-being of the teacher is mostly overlooked within a highly stressful environment where the focus is on results. Demands on schools and teachers are becoming increasingly complex. Teacher issues are discussed on policy agendas as a result of concerns raised by teachers themselves about the future of their profession and whether they are sufficiently rewarded and supported in their work. The morale and motivation of teachers are important for future teacher retention. Teachers are now expected to have much broader roles, taking into account the development of the learner, the handling of teaching processes in the classroom, the focus of the entire school as a “community-in-action” and the relations with the larger community and the world of teaching in general. Thus expectations are higher and demands are more – but the well-being of the teacher does not seem to be a priority within the larger school environment and global teaching picture. Efforts to improve the psychological well-being and optimal functioning of secondary school teachers will affect individual and organizational outcomes. A teacher who functions well is more likely to stay in the profession and will be more motivated than one who is not engaged and demotivated. Investments in the well-being of teachers will lay the basis for positive school outcomes such better retention, better performance and job satisfaction. The aim of this study was to investigate the psychological well-being of a sample of secondary school teachers in North West Province and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the well-being of secondary school teachers and its outcomes. A stratified sample (N = 513) was taken of secondary school teachers in North West Province in South Africa. The measuring instruments used were the Supervisor Behaviour Scale, Work-Related Basic Need Satisfaction Scale, Balanced Measure of Psychological Needs, Work Engagement Scale, Turnover Intention Scale, Work-Life Questionnaire, Revised Job Diagnostic Survey, Co-Worker Relations Scale, Work and Meaning Inventory, Personal Resources Scale, Self-Rated Performance Scale, and Positive Practices Questionnaire. The results of study 1 showed that supervisor support (for autonomy, competence, and relatedness) was positively related to employees’ psychological need satisfaction and engagement and negatively related to intention to leave. Supervisor support affected engagement positively and intention to leave negatively via employees’ autonomy satisfaction. The findings suggest that supervisor support and psychological need satisfaction play a significant role in the engagement and retention of employees. The results of study 2 showed that a calling orientation, job design, and co-worker relations explained a large percentage of the variance in experiences of meaningful work. A low calling orientation and poor co-worker relations predicted a moderate percentage of the variance in burnout. A calling orientation, a well-designed job, good co-worker relations, and meaningful work predicted work engagement. Job design was moderately associated with self-ratings of performance. The absence of a calling orientation predicted teachers’ intentions to leave the organisation. The results of study 3 showed that teachers with the highest levels of psychological functioning derived the most meaning from their work. These teachers are renewed by the work they are doing. Positive organizational practices predicted positive outcomes such as meaning, engagement and self-determined behaviour. Psychologically-well and healthy teachers are more likely to focus on the meaningfulness of the work they are doing. It seems that the most important positive practices in the pathway to better psychological well-being at work are those of meaningful work and inspiration.

Organisations worldwide are experiencing an explosion of knowledge in the current technological information age as well as a serious skills shortage. The fast-paced aggressive and highly cyclical nature of the profession which often does not provide employees with the necessary resources and support causes employees in the information technology (IT) industry to show high turnover intent which is extremely costly and detrimental to organisational success. IT specialists are becoming a scarce commodity in a highly competitive environment where financial gain is very important and employee well-being is not necessarily a prerogative. Employers are faced with additional obligations than just paying equitable salaries, such as creating an environment that is conducive towards well-being. Efforts to promote flourishing and optimal functioning of employees will affect individual and organisational outcomes. Flourishing and languishing are opposite end points on a continuum of mental health indicating the emotional, psychological and social well-being of individuals. An individual who feels well (emotional well-being) is more likely to function well (psychological and social well-being) which means meeting the criteria for positive mental health as flourishing. Investments in the well-being of employees lay the basis for positive employment relations. The aim of this study was to investigate the flourishing of employees in the information technology industry and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the flourishing of IT professionals and its outcomes. A convenience sample (N = 205) was taken of employees in information technology organisations in South Africa. The measuring instruments used were the Mental Health Continuum Short Form, Job Satisfaction Scale, Work Engagement Scale, Work-related Basic Need Satisfaction Scale, Work Role Fit Scale, Psychological Contract Inventory, Violations of PC Questionnaire, Organisational Commitment Scale, Turnover Intention Scale and Counterproductive Work Behaviour measures. The results of study 1 showed that 58.5% of the IT professionals were neither languishing nor flourishing, while 3.9% were languishing. Flourishing strongly impacted job satisfaction and had minor to moderate direct and indirect effects on organisational citizenship behaviour and organisational commitment. Job satisfaction impacted directly and positively on organisational commitment and negatively on turnover intention; and moderately negatively on counterproductive behaviour. Flourishing had both a direct and positive effect, and an indirect and negative effect (via organisational commitment) on turnover intention. Study 2 showed that psychological contract breach and violation strongly and negatively impacted flourishing at work and in life. The results provided support for a model in which psychological contract breach and violation had both direct and indirect effects via satisfaction of psychological needs on job satisfaction, work engagement, turnover intention and flourishing of IT professionals. Study 3 showed that work role fit and the availability of resources were strong predictors of flourishing at work and in life. Work role fit, the availability of resources, and supervisor relations impacted job satisfaction and social well-being indirectly through autonomy satisfaction. The availability of resources impacted work engagement and psychological well-being indirectly via competence satisfaction. Furthermore, work role fit, the availability of resources, and supervisor relations impacted psychological well-being indirectly through relatedness. Recommendations for future research were made. / PhD, Labour relations management, North-West University, Vaal Triangle Campus, 2012

Cette thèse de doctorat a été réalisée grâce à l'appui financier des fonds québécois de la recherche sur la société et la culture. / La présente thèse porte sur la prédiction de la performance à partir de la théorie de la satisfaction des besoins fondamentaux (BPNT; Basic Psychological Need Theory; Deci & Ryan, 2000). En plus de valider un instrument de satisfaction des besoins fondamentaux en milieu de travail, cette thèse, composée de trois articles, propose que la satisfaction des besoins fondamentaux pourrait prédire la performance des individus par le biais de l’augmentation de la santé psychologique au travail. Le premier article a pour objectif de présenter une recension de la documentation portant sur les liens entre la satisfaction des besoins fondamentaux, la santé psychologique au travail et la performance en emploi. Qui plus est, cet article propose, sur la base de ces informations, un modèle explicatif de la performance en emploi basé sur la BPNT. Le second article a pour but de présenter et de valider la mesure de la satisfaction des besoins fondamentaux en milieu de travail. Une première étude dans un échantillon de travailleurs québécois permet de faire ressortir les trois facteurs attendus (besoin d’autonomie, besoin d’affiliation sociale et besoin de compétence) de manière exploratoire. Des analyses corrélationnelles avec des critères tels que l’optimisme, la justice procédurale, le bien-être au travail, la détresse au travail et la motivation intrinsèque ont été également réalisées afin d’appuyer la validité critériée de l’instrument. Dans la seconde étude, une analyse d’invariance structurelle dans des échantillons d’enseignants québécois et français montre que cet instrument possède des propriétés psychométriques similaires dans les deux échantillons et apporte un argument de plus à la validité de l’instrument. Des analyses corrélationnelles avec les mêmes critères que dans la première étude ont également été réalisées. Ainsi, il est possible de conclure aux bonnes qualités psychométriques de cet instrument. Les limites et les apports de cette étude sont aussi présentés. Le troisième article examine les liens entre la satisfaction de chacun des besoins fondamentaux (autonomie, affiliation sociale et compétence), la santé psychologique et la performance de tâches des enseignants. Plus précisément, cet article tente de valider le modèle présenté dans l’article un voulant que la santé psychologique agisse comme médiateur dans la relation entre la satisfaction des besoins fondamentaux et la performance en emploi. Les résultats des analyses d’équations structurelles montrent la présence d’un effet complet de médiation de la santé psychologique dans la relation entre les besoins d’autonomie et d’affiliation sociale et la performance de tâches des enseignants. Une médiation partielle de la santé psychologique est, par contre, relevée entre le besoin de compétence et la performance de tâches des enseignants. Finalement, ce lien est discuté de même que les limites et les pistes de recherches futures découlant des résultats. Enfin, la conclusion de la thèse synthétise les constats et résultats de cette recherche doctorale. Ainsi, l’adéquation du modèle aux données de l’article trois porte à croire que la satisfaction des besoins fondamentaux pourrait potentiellement prédire la performance par le biais de la santé psychologique. Cependant, il est important de ne pas trop généraliser les résultats puisque la thèse comporte certaines limites, notamment l’utilisation d’instruments autorapportés pouvant favorisant les biais de variances communes. / The following thesis addresses the prediction of performance based on the Basic Psychological Needs Theory (BPNT; Deci & Ryan, 2000). This thesis, composed of three articles, proposes that the satisfaction of the three basic needs predicts individual performance by enhancing their psychological health at work, as well as validate an instrument measuring satisfaction of the three basic needs at work. The first article reviews the scientific literature on the links between the satisfaction of the three basic needs, psychological health at work, and job performance. Based on conclusions drawn thereupon, an explanatory model of job performance based on self-determination theory is proposed. The second article’s objective is to present and validate a measure of satisfaction of the three basic needs in the workplace. A first study in a sample of Quebecois workers allowed the three expected factors (need for autonomy, need for competence, need for relatedness) to emerge using an exploratory method. Correlation analyses using criteria such as optimism, procedural justice, well-being at work, distress at work, and intrinsic motivation was also realised, in order to support the criterion validity of the instrument. In the second study, an analysis of structural invariance in samples of Quebecois and French teachers showed that the instrument had comparable psychometric properties in both samples, further supporting the validity of the instrument. Correlation analyses using the same criteria as in the first study were also performed. The results point to the instrument having sound psychometric qualities. Limitations and contributions of the results are also presented. The third article examines the relationship between satisfaction of each of the three basic needs (autonomy, competence, and relatedness), psychological health, and task performance in a sample of teachers. Specifically, this article attempts to validate the model outlined in article 1, whereby psychological heath acts as mediator of the relationship between the three basic needs and job performance. The results of structural equation analyses revealed a complete effect of mediation of psychological health in the relationships for autonomy and relatedness with task performance in teachers. However, a partial mediation of psychological health was found between the need for competence and task performance. These findings are discussed, along with limitations and directions for future research. Finally, the thesis’ conclusion summarizes the results of the entire research. The results of structural equation analyses presented in the third article suggests that the basic psychological needs could potentially predict performance through psychological health. However, it is important to keep in mind that the generalization of the results is limited by the thesis’ limitations such as the use of self-reported instruments, wich might increase biases of common variances.

本研究旨在瞭解青少年的金錢觀、需求滿足與慾望，並以 Alderfer的ＥＲＧ理論探討需求滿足及慾望對青少年金錢觀的影響。 研究樣本係依校級抽樣臺灣地區八百七十四位十三至十八歲的青少年。以自編之自陳式慾望、需求滿足和金錢觀問卷為研就工具。所得資料以次數分配、變異數分析、徑路分析等統計方法處理。 研究結果發現，在青少年的金錢觀方面，整體而言，大部分青少年均有正確的金錢觀，特別是對金錢在人際互動中的效用以及金錢的獲取方式有正確的看法。此外，不同的樣本指出，女生、國中生、居住在鄉村者以及有儲蓄習慣者對金錢有較正確的看法，反之，零用錢愈多對金錢的看法也較偏差。 其次，以徑路分析解釋需求滿足度和慾望對金錢觀之影響的研究結果指出，慾望是需求滿足影響金錢觀的中介變項。此外，影響青少年金錢觀的主要因素是關係需求和關係慾望，亦即，能夠與重要他人有良好的互動關係以及想要與重要他人建立良好關係的青少年對金錢的看法也較正向。而這二個變項在國中生和高中生樣本中有些許的差異：就國中生而言，關係需求滿足度對金錢觀的影響較關係慾望來得大，在高中生樣本中則恰好相反。 針對以上結果，提出研究討論及後續研究在方法以及變項上的建議，並對青少年之金錢教育提出鼓勵儲蓄、建立支持系統的建議。

La présente thèse porte sur la prédiction de la performance à partir de la théorie de la satisfaction des besoins fondamentaux (BPNT; Basic Psychological Need Theory; Deci & Ryan, 2000). En plus de valider un instrument de satisfaction des besoins fondamentaux en milieu de travail, cette thèse, composée de trois articles, propose que la satisfaction des besoins fondamentaux pourrait prédire la performance des individus par le biais de l’augmentation de la santé psychologique au travail. Le premier article a pour objectif de présenter une recension de la documentation portant sur les liens entre la satisfaction des besoins fondamentaux, la santé psychologique au travail et la performance en emploi. Qui plus est, cet article propose, sur la base de ces informations, un modèle explicatif de la performance en emploi basé sur la BPNT. Le second article a pour but de présenter et de valider la mesure de la satisfaction des besoins fondamentaux en milieu de travail. Une première étude dans un échantillon de travailleurs québécois permet de faire ressortir les trois facteurs attendus (besoin d’autonomie, besoin d’affiliation sociale et besoin de compétence) de manière exploratoire. Des analyses corrélationnelles avec des critères tels que l’optimisme, la justice procédurale, le bien-être au travail, la détresse au travail et la motivation intrinsèque ont été également réalisées afin d’appuyer la validité critériée de l’instrument. Dans la seconde étude, une analyse d’invariance structurelle dans des échantillons d’enseignants québécois et français montre que cet instrument possède des propriétés psychométriques similaires dans les deux échantillons et apporte un argument de plus à la validité de l’instrument. Des analyses corrélationnelles avec les mêmes critères que dans la première étude ont également été réalisées. Ainsi, il est possible de conclure aux bonnes qualités psychométriques de cet instrument. Les limites et les apports de cette étude sont aussi présentés. Le troisième article examine les liens entre la satisfaction de chacun des besoins fondamentaux (autonomie, affiliation sociale et compétence), la santé psychologique et la performance de tâches des enseignants. Plus précisément, cet article tente de valider le modèle présenté dans l’article un voulant que la santé psychologique agisse comme médiateur dans la relation entre la satisfaction des besoins fondamentaux et la performance en emploi. Les résultats des analyses d’équations structurelles montrent la présence d’un effet complet de médiation de la santé psychologique dans la relation entre les besoins d’autonomie et d’affiliation sociale et la performance de tâches des enseignants. Une médiation partielle de la santé psychologique est, par contre, relevée entre le besoin de compétence et la performance de tâches des enseignants. Finalement, ce lien est discuté de même que les limites et les pistes de recherches futures découlant des résultats. Enfin, la conclusion de la thèse synthétise les constats et résultats de cette recherche doctorale. Ainsi, l’adéquation du modèle aux données de l’article trois porte à croire que la satisfaction des besoins fondamentaux pourrait potentiellement prédire la performance par le biais de la santé psychologique. Cependant, il est important de ne pas trop généraliser les résultats puisque la thèse comporte certaines limites, notamment l’utilisation d’instruments autorapportés pouvant favorisant les biais de variances communes. / The following thesis addresses the prediction of performance based on the Basic Psychological Needs Theory (BPNT; Deci & Ryan, 2000). This thesis, composed of three articles, proposes that the satisfaction of the three basic needs predicts individual performance by enhancing their psychological health at work, as well as validate an instrument measuring satisfaction of the three basic needs at work. The first article reviews the scientific literature on the links between the satisfaction of the three basic needs, psychological health at work, and job performance. Based on conclusions drawn thereupon, an explanatory model of job performance based on self-determination theory is proposed. The second article’s objective is to present and validate a measure of satisfaction of the three basic needs in the workplace. A first study in a sample of Quebecois workers allowed the three expected factors (need for autonomy, need for competence, need for relatedness) to emerge using an exploratory method. Correlation analyses using criteria such as optimism, procedural justice, well-being at work, distress at work, and intrinsic motivation was also realised, in order to support the criterion validity of the instrument. In the second study, an analysis of structural invariance in samples of Quebecois and French teachers showed that the instrument had comparable psychometric properties in both samples, further supporting the validity of the instrument. Correlation analyses using the same criteria as in the first study were also performed. The results point to the instrument having sound psychometric qualities. Limitations and contributions of the results are also presented. The third article examines the relationship between satisfaction of each of the three basic needs (autonomy, competence, and relatedness), psychological health, and task performance in a sample of teachers. Specifically, this article attempts to validate the model outlined in article 1, whereby psychological heath acts as mediator of the relationship between the three basic needs and job performance. The results of structural equation analyses revealed a complete effect of mediation of psychological health in the relationships for autonomy and relatedness with task performance in teachers. However, a partial mediation of psychological health was found between the need for competence and task performance. These findings are discussed, along with limitations and directions for future research. Finally, the thesis’ conclusion summarizes the results of the entire research. The results of structural equation analyses presented in the third article suggests that the basic psychological needs could potentially predict performance through psychological health. However, it is important to keep in mind that the generalization of the results is limited by the thesis’ limitations such as the use of self-reported instruments, wich might increase biases of common variances. / Cette thèse de doctorat a été réalisée grâce à l'appui financier des fonds québécois de la recherche sur la société et la culture.

Organisations worldwide are experiencing an explosion of knowledge in the current technological information age as well as a serious skills shortage. The fast-paced aggressive and highly cyclical nature of the profession which often does not provide employees with the necessary resources and support causes employees in the information technology (IT) industry to show high turnover intent which is extremely costly and detrimental to organisational success. IT specialists are becoming a scarce commodity in a highly competitive environment where financial gain is very important and employee well-being is not necessarily a prerogative. Employers are faced with additional obligations than just paying equitable salaries, such as creating an environment that is conducive towards well-being. Efforts to promote flourishing and optimal functioning of employees will affect individual and organisational outcomes. Flourishing and languishing are opposite end points on a continuum of mental health indicating the emotional, psychological and social well-being of individuals. An individual who feels well (emotional well-being) is more likely to function well (psychological and social well-being) which means meeting the criteria for positive mental health as flourishing. Investments in the well-being of employees lay the basis for positive employment relations. The aim of this study was to investigate the flourishing of employees in the information technology industry and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the flourishing of IT professionals and its outcomes. A convenience sample (N = 205) was taken of employees in information technology organisations in South Africa. The measuring instruments used were the Mental Health Continuum Short Form, Job Satisfaction Scale, Work Engagement Scale, Work-related Basic Need Satisfaction Scale, Work Role Fit Scale, Psychological Contract Inventory, Violations of PC Questionnaire, Organisational Commitment Scale, Turnover Intention Scale and Counterproductive Work Behaviour measures. The results of study 1 showed that 58.5% of the IT professionals were neither languishing nor flourishing, while 3.9% were languishing. Flourishing strongly impacted job satisfaction and had minor to moderate direct and indirect effects on organisational citizenship behaviour and organisational commitment. Job satisfaction impacted directly and positively on organisational commitment and negatively on turnover intention; and moderately negatively on counterproductive behaviour. Flourishing had both a direct and positive effect, and an indirect and negative effect (via organisational commitment) on turnover intention. Study 2 showed that psychological contract breach and violation strongly and negatively impacted flourishing at work and in life. The results provided support for a model in which psychological contract breach and violation had both direct and indirect effects via satisfaction of psychological needs on job satisfaction, work engagement, turnover intention and flourishing of IT professionals. Study 3 showed that work role fit and the availability of resources were strong predictors of flourishing at work and in life. Work role fit, the availability of resources, and supervisor relations impacted job satisfaction and social well-being indirectly through autonomy satisfaction. The availability of resources impacted work engagement and psychological well-being indirectly via competence satisfaction. Furthermore, work role fit, the availability of resources, and supervisor relations impacted psychological well-being indirectly through relatedness. Recommendations for future research were made. / PhD, Labour relations management, North-West University, Vaal Triangle Campus, 2012

En lien avec les théories du bien-être, du succès de carrière, de l'autodétermination et de l'échange social, la thèse s'attache à cerner les déterminants organisationnels, psychosociaux et individuels du bien-être psychologique dans une perspective eudémonique et des succès de carrière objectif et subjectif avec comme mécanisme explicatif central la satisfaction des besoins psychologiques auprès des conseiller-es. En parallèle, cette thèse vise à valider plusieurs échelles (e.g., échelle d'auto-efficacité en conseil de carrière ; échelles de succès de carrière objectif et subjectif, échelle de gestion des carrières organisationnelle perçue...). Une première étape (étude 1) à l'aide d'entretiens exploratoires (N=15) a permis de cerner les concepts en lien avec bien-être et la réussite des conseillers. La deuxième étape, reposant sur un questionnaire, incluait les outils de mesure du bien-être psychologique au travail (BEPT) du succès e carrière, de la qualité es échanges leaders et membres (LMX), du soutien des colègues, du sentiment d'efficacité, de l'estime de soi et de la satisfaction des besoins psychologiques puis une échelle de mesure de la gestion organisationnelle de carrière. Les questionnaires ont été complétés par 1132 conseiller-es de l'accompagnement professionnel en France. La phase 1 (études 2 à6) a permis de tester des modèles avec analyses de médiations (Hayes & Preacher, 2014) auprès de la population totale puis des consiller-es en Cabinet de Conseil (N=287), des conseiller-es Psychologue de l'Education Nationale (N=297) et des conseiller-es de Pôle Emploi (N=224). La phase 2 (études 7,8,9) a testé et validé trois modèles à l'aide de modélisations en équations structurelles 5SEM) pour le bien-être psychologique au travail, les succès de carrière objectif et subjectif. Il en résulte que la satisfaction des besoins joue un rôle primordial dans l'émergence du bien-être psychologique au travail et des deux formes de succès de carrière facilitant les effets du soutien organisationnel et des échanges leader-membres ainsi que du sentiment d'auto-efficacité et de la satisfaction de carrière. Les implications scientifiques et pratiques sont discutées de manière générale et au regard de chaque type de population. / Based on theories of well-being, career success, self-determination, and social exchange, this thesis attempts to understand the organizational, psychosocial, and individual inducers of psychological well-being (PWB) and the objective and subjective forms of career success by taking into account need satisfaction as an explanatory mechanism. Another aim is to validate several scales (e.g., a carreer counseling self-efficiency scale, objective and subjective career scales, perceived organizational career scales, etc.). The first part (Study 1) using exploratory interviews (N=15) allowed us to identify some concepts related to the well-being and success of counselors. The second part, based on questionnaires, included scales of well-being at work, career success, leader-member exchange quality 5LMX), colleague support, self-efficacy, self-esteem, psychological needs, and perceived organizational career management. Questionnaires were filled out by 1132 counselors in France. Studies 2 to 6 tested specifically on counselors from counseling agencies (N=287), counselor psychologists working for theFrench Board of Education (N=297), and counselors from publicu unemployment agencies (N=224). Studies 7, 8, et 9 tested and validated three structural equation models (SEM) of well-being at work, and objective and subjective career success. The results showed the need satisfaction played a major role in well-being at work and both kinds of career success, thereby facilitating the effects of organizational support, leader-member exchange, self-efficacy, and career satisfaction. Scientific and practical implications are discussed in general and with regard to each type of participant group.