Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.

Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.

Investigating the Relationship of Work-Family Conflicts Through the Self-Determination Theory Abstract: Interpersonal climates influence motivation of both family and work-related activities in the family and the workplace. Within the family, the feeling of being valued by one's partner directly affects a person¡¦s self-determination, while at the same time within the workplace, the feeling of being autonomy-supported by one's employer will affect one¡¦s self-determined motivation towards work related activities. If people had a high level of self-determination, they would be able to decide for themselves which activities to devote themselves to and would do so in high spirits, thus making it difficult for family alienation to occur. Nevertheless, once the phenomenon of family alienation occurs, one is no longer able to obtain family support and approval, thus is stripped of self-merit. Moreover, this phenomenon will also produce feelings of loneliness, frustration, which in turn influences the experience of work-family conflict. Ultimately in the end, work-family conflict leads to job burnout. This research uses Kaohsiung high school teachers as the subject of study, focusing primarily on how personal relationships affect self-determined motivation within the family and the workplace. Moreover, low levels of self-determined motivation in both the family and the work place leads to family alienation. Furthermore in discussing the relations among family alienation, work-family conflicts, job burnout, the factors of gender, age, position and the nature of the school were used to investigate and analyze the effects of interference of feeling valued by one's partner, feeling of being autonomy-supported by one's employer, motivation towards family activities, motivation towards work, family alienation, work-family conflicts, and job burnout. This research uses the method of survey questionnaire, and is analyzed with various methods of statistical analysis. The important discoveries are stated as follows: A. It was found that Kaohsiung teachers who had a strong feeling of being valued by one's partner within the family environment, also had a high level of self-determined motivation and therefore lessened the occurrence of family alienation. B. It was found that Kaohsiung teachers who did not have a strong feeling of being autonomy-supported by one's employer within the workplace but had adequate acceptance, possessed a lower self-determined motivation and less motivation towards work; Thereby making it easier for family alienation to occur. C. Taking care of children was the main factor leading to work-family conflict for Kaohsiung teachers¡¦. D. Family-work interference was the main factor leading to job burnout for Kaohsiung teachers. E. It was found that family alienation produces work-family conflicts and thus ultimately leading to job burnout. F. The interference effect of gender. 1. The interaction of motivation towards work activities and gender has an interference effect on family alienation. 2. The interaction of self-determined motivation towards work and gender has an interference effect on family alienation, work-family conflicts, and job burnout. G. The interference effect of occupational position 1. The interaction of Motivation towards family activities and occupational position has an interference effect on family alienation. 2. The interaction of self-determined motivation towards family and occupational position has an interference effect on family alienation, work-family conflicts, and job burnout. H. The interference effect of age 1. The interaction of motivation towards family activities and age has an interference effect on family alienation. 2. The interaction of self-determined motivation towards work and age has an interference effect on job burnout. I. It was found that effects of cultural difference between western and eastern culture created different methods for solving work-family conflicts. J. It was found that differing results produced from eastern and western cultural caused variations towards gender. Keyword: self-determined motivation, family alienation, work-family conflict, job burnout

Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.

Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.

The aim of this study was to examine pre-service science teachers&rsquo / self-determined motivation toward environment and investigate how their basic psychological needs that support their self-determined motivation were fullfilled during the environmental course activities. The thesis includes two main parts: a quantitative part and a qualitative part. In the quantitative part of the study, PSTs&rsquo / motivation toward environment was measured before, after and five months later following the course activities. In the qualitative part of the study, how PSTs&rsquo / basic psychological needs were supported during the course activities was examined through multiple case study method. The study was implemented in an environmental science course. 33 pre-service science teachers who are taking the course participated in the study. Environmental problems which are Easter Island, Environment vs. Economy, Paper vs. Plastic, Ozone Depletion, Why Worry about Extinction?, Hasankeyf and Mamak Garbage Dump were discussed during the six course weeks. Five PSTs, who were chosen as a focus group, were interviewed each week after course discussions. The qualitative data were collected through interviews, discussion recordings, assignments and reflection papers. The results of the study illustrated that PSTs&rsquo / self determined motivation toward environment increased after the course activities and five months later following the course. PSTs&rsquo / negative capacity beliefs causing amotivation toward environment declined after the course activities and in follow up measurement. Finally, qualitative results of the study revealed that supporting cognitive and instructional features of PSTs during the course activities fullfilled their basic psychological needs and thus, fostered their self determined motivation toward environment.

Background: Gaining insight into factors related to moderate-to-vigorous physical activity (MVPA) behavior may assist development of behavior change interventions targeting older adults. Purpose: To explore direct and indirect associations between older adults’ affective responses during MVPA and future MVPA behavior via self-efficacy beliefs and self-determined motivation. Methods: Data were collected from 82 older adults before, during, and after a walking bout; MVPA behavior was measured 1 month later via telephone. Results: Increases in tranquility during MVPA were indirectly correlated with future MVPA behavior via self-determined motivation (p < .05), but not self-efficacy beliefs (p > .05). Decreases in positive engagement and tranquility during MVPA were directly and positively linked with future MVPA behavior, whereas increases in revitalization during MVPA and self-determined motivation were directly and positively linked with future MVPA behavior (p < .05). Conclusions: Changes in older adults’ affective responses during MVPA may be important correlates of future MVPA behavior.

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Qu’est-ce qui motive les élèves en éducation physique ? Comment donner l’envie aux élèves de participer et d’apprendre ? Ces questions fondamentales font partie des préoccupations quotidiennes de l’ensemble des intervenants en milieu scolaire, dont l’un des rôles est de susciter l’envie d’agir chez des jeunes qui n’ont, le plus souvent, pas décidé d’être là. Quel enseignant ne s’est jamais heurté aux refus d’élèves de participer à l’activité proposée ? Les théories de la motivation, dont celle de l’auto-détermination (Deci & Ryan, 2002), ont permis de mettre en évidence quelques éléments de réponses. Parmi ceux-ci se trouve l’idée qu’il faut soutenir le plus souvent possible l’autonomie des élèves en leur offrant la possibilité d’exprimer leurs opinions, de faire des choix, de prendre des responsabilités, de négocier. Ce travail doctoral vise à questionner ces pratiques de soutien à l’autonomie et, plus précisément, les effets des négociations « professeur-élèves », intégratives et distributives, dans le cours d’éducation physique. La théorie de l’auto-détermination et le modèle hiérarchique de la motivation extrinsèque et intrinsèque de Vallerand (1997) constituent l’assise théorique nécessaire pour questionner les effets des différentes formes de négociation professeur-élèves sur la motivation auto-déterminée des élèves en éducation physique. A partir d’une méthodologie mixte où une première étude quantitative a été menée avec l’objectif de tester un modèle de motivation qui postulait l’existence de liens entre les négociations, les besoins psychologiques, la motivation auto-déterminée et trois conséquences spécifiques, à savoir la perception d’avoir appris, la perception de plaisir et l’intention de pratiquer une activité physique et sportive en dehors de l’école. Les données ont été collectées auprès de 549 élèves (317 garçons et 232 filles) de l’enseignement secondaire supérieur en Communauté française de Belgique qui ont répondu à un questionnaire comprenant notamment l’échelle de négociations perçues en EP qui a été construite et validée dans ce travail. Les analyses en pistes causales ont révélé que les élèves qui percevaient davantage de négociations intégratives éprouvaient des niveaux de perception d’autonomie et d’appartenance sociale élevés. A contrario, la négociation distributive en faveur de l’enseignant est associée négativement avec la perception d’autonomie et les formes de motivation auto-déterminée. Par ailleurs, les résultats mettent en évidence que les perceptions d’autonomie et de compétence influencent positivement les motivations dites auto-déterminées, qui à leurs tours prédisent positivement les trois conséquences du modèle. Fort de ces résultats et conscients de certaines limites rencontrées dans notre première approche, nous avons réalisé une seconde étude, de nature qualitative, auprès de 11 élèves du secondaire. Cette recherche visait, à la fois, à mieux comprendre la complexité et la dynamique du processus motivationnel de l’élève mais aussi à identifier des différences potentielles entre les filles et les garçons. Cette étude, basée sur des entretiens semi-directifs, a permis d’apporter de la profondeur et de la nuance dans notre compréhension du processus motivationnel des élèves. Globalement, les résultats soutiennent la théorie de l’auto-détermination et mettent en évidence d’une part les effets positifs joués par la négociation intégrative et d’autre part les effets négatifs de la négociation distributive en faveur de l’enseignant. Les implications pour les acteurs de terrain qui découlent de ces résultats sont également discutées dans ce travail.

Syftet med föreliggande studie var att inom idrottskontexten studera samband mellan idrottares upplevelser av de olika ledarskapsstilarna (1) transformativt, (2) konventionellt och (3) låt-gå med olika motivationsinriktningar inom Självbestämmandeteorin (SDT). I studien deltog 117 handbolls- och fotbollsspelare i åldrarna 16-33 år (M = 19.17, SD = 3.61). Deltagarna besvarade enkäter bestående av Sport Motivation Scale-II (SMS-II) för att mäta motivationsinriktning, Transformational Teaching Questionnaire (TTQ) för att mäta upplevt transformativt ledarskap samt delar av Developmental Leadership Questionnaire (DLQ) vilket avsåg att mäta upplevt konventionellt ledarskap och låt-gå ledarskap. Resultaten visade att det fanns statistiskt signifikant samband mellan upplevt transformativt ledarskap och inre motivation samt yttre självbestämmande motivation (identifierad reglering och integrerad reglering). Vidare visades att det fanns statistiskt signifikant samband mellan upplevt konventionellt ledarskap och ickesjälvbestämmande motivation (extern reglering och introjicerad reglering). Inget signifikant samband visades mellan upplevt låt-gå ledarskap och amotivation. Studieresultaten har diskuterats i förhållande till teorier och tidigare forskning där slutsatsen är att både transformativt och konventionellt ledarskap har samband med idrottares motivation vilket kan vara betydande kunskap för praktisk tillämpning inom idrottskontexten. Studiens resultat ligger i linje med den tidigare knapphändiga forskningen inom området men mer forskning behövs. / The purpose of the present study was to examine relationships between athletes' perceptions of different leadership styles and motivational orientations within the context of sports. Theoretical frameworks of transformational; conventional; and laissez-faire leadership - as well as the different motivational orientations within Self-Determination Theory (SDT) - were applied. Participants were 117 handball and soccer players aged between 16-33 years (M = 19.17, SD = 3.61). Participants completed questionnaires consisting of the Sport Motivation Scale-II (SMSII) to estimate motivational orientations; the Transformational Teaching Questionnaire (TTQ) to measure perceived transformational leadership; and parts of the Developmental Leadership Questionnaire (DLQ), which intended to measure perceived conventional leadership and perceived laissez-faire leadership. The results revealed significant correlations between both transformational leadership and intrinsic motivation as well as extrinsic self-determined motivation (identified regulation and integrated regulation). Furthermore, results showed significant correlations between conventional leadership and non-self-determined motivation (external regulation and introjected regulation). The correlation between perceived laissez-faire leadership and amotivation was not statistically significant. The results are discussed in relation to theories and previous research. Conclusions were that both transformational and conventional leadership correlate with athlete's motivation, hence the knowledge of said subjects may be meaningful for practical application. The results are in line with previous limited research however further research is needed.