<p> There is little research that examines differences in perceptions of need-supportive practices between teachers and students. In the current study, three research purposes were (1) to examine variabilities of teacher and student absolute or relative rating gaps in need-supportive practices, (2) to investigate the relations between absolute or relative rating gaps of teacher and student perceived need-supportive practices and student outcomes, and (3) moderating effects on the relations between teacher-student perceptions gaps of need-supportive practices and student outcomes. Participants were 581 5^th and 6^th students and their 29 teachers in Seoul, South Korea. Students completed questionnaires about teacher need-supportive practices, motivation, basic psychological needs (perceived autonomy, competence, and relatedness), and autonomous motivation. Teachers also answered questionnaires about their own need-supportive practices and autonomous motivation. One-way ANOVA and Tukey post-hoc tests were used to examine the variabilities of teacher and student rating gaps of need-supportive practices. Also, hierarchical linear modeling was employed to test the hypothesized models. Student sex and their beginning-of-year achievement were controlled for throughout the analyses.</p><p> The results showed that absolute rating gap for structure was significantly smaller than the absolute rating gaps for both autonomy support and involvement. Also, the relative rating gap for autonomy support was significantly smaller than the relative rating gap for both structure and involvement, but the relative rating gap of involvement was significantly larger than the relative rating gaps for autonomy support and structure. Regarding relations between rating gaps and student outcomes, a smaller teacher-student absolute rating gap for involvement was related to greater student autonomous motivation, and perceived competence and relatedness. Additionally, students with overestimating teachers tended to report lower student autonomous motivation, and low need satisfaction than students with underestimating teachers. Teacher autonomous motivation and teacher experience functioned as moderators.</p><p> The findings revealed the importance of reducing perception gaps between teachers and students about need-supportive practices. In particular, the findings showed the significance of perception gaps about involvement for student outcomes. In addition, the current study indicates the importance of examining both absolute and relative rating gaps between teachers and students.</p><p></p>

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The dramatic changing societal demographics, increasing globalization and knowledge economics have contributed to the transformation of work family patterns. The demands of work and family roles are becoming increasingly difficult and the growing importance in organizations to develop strategies for talent attraction and retention accordingly. Given the raise of knowledge workers and who have been recognized to probably provide the competitive advantage in the coming century, this study wanted to learn more insights of knowledge workers in Taiwanese Hi-Tech Services Industry as well as their organizations on how to better manage and support the demands from both work and family domains that yield the higher degree of organizational commitment and lower the work family conflict, and further support for the business case with concrete suggestions to the companies when developing family supportive strategies and creating family supportive working environment. To summarize the purposes of the study with 3 focus areas that were to (1) investigate the correlates of work¡Vfamily benefit utilization and work¡Vfamily culture. (2) determine whether work¡Vfamily benefit availability and supportive work¡Vfamily culture were related to organizational commitment and work¡Vfamily conflict. (3) and how both work and personal characteristics impact the relations between work family conflict and organizational commitment. One of the important results was consistent with literature that work family conflict was most affected by perceptions of a positive work family culture and by support from a worker¡¦s manager. High commitment working systems and individuals¡¦ desire for segmentation moderated the practices and outcomes. Thus, the most effective organizational responses to work family conflict and organizational commitment are those that combine multiple elements, including family supportive benefits, work family culture as well as implementation of related working systems with developing a better understanding of the implications of practices for how people managing the boundary between work and non-work lives.