For organisations in South Africa to preserve talented and skilled employees it is important that these organisations consider the psychological needs of their employees. This is particularly true for supervisors and their relationships with their subordinates. South Africans are daily engaged in working and influencing people within their workplaces. Although supervisors are not capable of addressing or changing all the problems and concerns of employees, they can intervene in order to improve the quality of their employees’ working lives. A suggested point to start with is within the supervisor’s behaviour and their relationships with employees, due to its effect on employee engagement and intentions to leave. Consequently, when employees experience a deprived relationship with their supervisors, it will contribute to lower employee engagement levels and higher intentions to leave. To possibly decrease the negative impact of supervisor behaviour, it is important that supervisors pay attention and create an environment in which satisfaction of the psychological needs of their subordinates can be maintained. The objectives of this study were to investigate the relations between supervisor behaviour (that supports psychological need satisfaction), psychological need satisfaction, employee engagement and intentions to leave. A convenience sample (N = 139) of employees working under the guidance of a leader/supervisor was taken from manufacturing companies across South Africa. Participation in the study was voluntary. A measuring battery measuring supervisor behaviour (i.e. perceptions of supervisor support, trust and competence-focused behaviour), work-related basic need satisfaction (i.e. the satisfaction of psychological needs such as autonomy, competence and relatedness) work engagement (i.e. cognitive, emotional and physical engagement) and intention to leave was used. Descriptive statistics, exploratory factor analyses, alpha coefficients, Pearson product-moment correlations, and multiple regression analyses were used to analyse the data. The results indicated that the measuring instruments used in this study were valid and reliable for further analyses. The results showed that supervisor support comprised one factor and not three factors as expected. Furthermore, the results showed that supervisor support for autonomy, competence and relatedness had a large effect on autonomy satisfaction and a medium effect on relatedness satisfaction. Supervisor relations did not impact competence satisfaction. The effect of supervisor support on autonomy satisfaction was larger than on relatedness satisfaction. Results from this study showed that supervisor support, autonomy satisfaction and competence satisfaction affected work engagement. Employees will tend to be engaged when supervisors demonstrate supportive behaviour and when they are able to regulate themselves because they feel a sense of competence and autonomy. The results also showed that supervisor support for psychological need satisfaction, autonomy satisfaction and relatedness satisfaction predicted employees’ intentions to leave organisations. Lastly, the results showed that supervisor support for psychological need satisfaction impacted employee engagement indirectly and positively via autonomy satisfaction, and indirectly and negatively impacted intention to leave via autonomy dissatisfaction. Recommendations were made for manufacturing organisations as well as for future research. Manufacturing organisations and employees should comprehend the impact of supervisor behaviour and psychological need satisfaction on outcomes such as employee engagement and intentions to leave, as both parties are similarly affected by its consequences. Interventions should be implemented to address the satisfaction of employees’ basic psychological needs. Additionally, manufacturing organisations should understand the importance of supervisor behaviour and the impact it can have on their business unit and the organisation as a whole. Recommendations for future research were made. / MA (Positive Psychology)--North-West University, Vaal Triangle Campus, 2015.

For organisations in South Africa to preserve talented and skilled employees it is important that these organisations consider the psychological needs of their employees. This is particularly true for supervisors and their relationships with their subordinates. South Africans are daily engaged in working and influencing people within their workplaces. Although supervisors are not capable of addressing or changing all the problems and concerns of employees, they can intervene in order to improve the quality of their employees’ working lives. A suggested point to start with is within the supervisor’s behaviour and their relationships with employees, due to its effect on employee engagement and intentions to leave. Consequently, when employees experience a deprived relationship with their supervisors, it will contribute to lower employee engagement levels and higher intentions to leave. To possibly decrease the negative impact of supervisor behaviour, it is important that supervisors pay attention and create an environment in which satisfaction of the psychological needs of their subordinates can be maintained. The objectives of this study were to investigate the relations between supervisor behaviour (that supports psychological need satisfaction), psychological need satisfaction, employee engagement and intentions to leave. A convenience sample (N = 139) of employees working under the guidance of a leader/supervisor was taken from manufacturing companies across South Africa. Participation in the study was voluntary. A measuring battery measuring supervisor behaviour (i.e. perceptions of supervisor support, trust and competence-focused behaviour), work-related basic need satisfaction (i.e. the satisfaction of psychological needs such as autonomy, competence and relatedness) work engagement (i.e. cognitive, emotional and physical engagement) and intention to leave was used. Descriptive statistics, exploratory factor analyses, alpha coefficients, Pearson product-moment correlations, and multiple regression analyses were used to analyse the data. The results indicated that the measuring instruments used in this study were valid and reliable for further analyses. The results showed that supervisor support comprised one factor and not three factors as expected. Furthermore, the results showed that supervisor support for autonomy, competence and relatedness had a large effect on autonomy satisfaction and a medium effect on relatedness satisfaction. Supervisor relations did not impact competence satisfaction. The effect of supervisor support on autonomy satisfaction was larger than on relatedness satisfaction. Results from this study showed that supervisor support, autonomy satisfaction and competence satisfaction affected work engagement. Employees will tend to be engaged when supervisors demonstrate supportive behaviour and when they are able to regulate themselves because they feel a sense of competence and autonomy. The results also showed that supervisor support for psychological need satisfaction, autonomy satisfaction and relatedness satisfaction predicted employees’ intentions to leave organisations. Lastly, the results showed that supervisor support for psychological need satisfaction impacted employee engagement indirectly and positively via autonomy satisfaction, and indirectly and negatively impacted intention to leave via autonomy dissatisfaction. Recommendations were made for manufacturing organisations as well as for future research. Manufacturing organisations and employees should comprehend the impact of supervisor behaviour and psychological need satisfaction on outcomes such as employee engagement and intentions to leave, as both parties are similarly affected by its consequences. Interventions should be implemented to address the satisfaction of employees’ basic psychological needs. Additionally, manufacturing organisations should understand the importance of supervisor behaviour and the impact it can have on their business unit and the organisation as a whole. Recommendations for future research were made. / MA (Positive Psychology)--North-West University, Vaal Triangle Campus, 2015.

No description available.

Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers’ satisfaction of the psychological needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother–child similarity in psychological need satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers’ psychological need satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological need satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics. / Peer review

No description available.

No description available.

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.