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.

A notable paucity in practice interventions and literature currently exists in regard to self-support in first-time mothers. Recent literature and practice interventions seem to focus largely on social support resources, highlighting the deficiency in the investigation of self-support in first-time mothers as an integral and holistic concept and/or focus point for intervention. Literature continues to illustrate the many challenges first-time mothers encounter and therefore this study focuses on self-support experiences of the first-time mother in relation to her environment by providing an original stance of enquiry. The investigator aimed to explore and describe the experiences of self-support in first-time mothers in the Cape Metropole. The study was conducted qualitatively and according to an Interpretive Phenomenological Analysis (IPA) research design. This provided the researcher with a dual method of investigation: The first undertaking was to describe actual accounts of the participants‟ self-support experiences, while the second was to give an interpretation of these accounts which would reflect their experiences in an understandable, yet authentic manner. The meta-theoretical framework of Gestalt Therapy Theory (GTT) was applied due to its holistic and integrative nature, while the additional theoretical frameworks of Self Determination Theory (SDT) and Positive Psychology (PP) served as contributors to deepen understanding. The sample consisted of thirteen first-time mothers from moderately diverse socio-economic backgrounds. The study succeeded in giving in-depth exploratory descriptions of their self-support experiences during the first two years of motherhood. Findings displayed that the participants‟ self-support cannot be separated from their constantly shifting environments and that self-support is an integrated and dynamic process of development. Internal elements as well as environmental factors prove to disrupt this process of self-support development. Vital components for developing self-support were assuming responsibility for own well-being as a mother; as well as arriving at insight. Joy and gratefulness as experienced by the participants were proven to serve as motivators to sustain self-support. The study further exhibits that a supportive relationship is able to exist between the first-time mother‟s self-support and her environment when she is able to effectively identify, reach out and utilise social support resources available in her environment. Self-support serves as an experiential process (as an alternative to a fixed outcome) where the first-time mother is able, through experience, to mature and become more self-supportive. Findings argue that ideal self-support during novel motherhood is the capability to be in a mature interactive relationship with the environment, constantly adapting according to the organisation of the environmental field. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Aim and research questions The over-all aim of this study was to gain insight info how two male coaches of a specific soccer team behave in a practice environment with regards to educating the players. More specifically, the study sought to map the extent to which said behaviour matched two specific methods of learning; these being Teaching Games for Understanding (TgfU) and Enhanced Guided Discovery (EGD). Research questions: (1) Do the coaches employ the methods and guidelines, which are outlined in the educational plan provided by the soccer association? If so, what form does this application take in practice? (2) To what extent and in what ways do the coaches utilize feedback and questioning techniques in the education of players? (3) What similarities and differences in behaviour can be identified between the chosen soccer team’s two coaches? Method: The data for the study was collected through field observation. The subjects were two youth elite soccer coaches and observation of these coaches took place during five regular practice sessions on the soccer field. All data gathering and analysis were carried out using a modified version of the Coach Analysis and Intervention System (CAIS). Apart from the twenty-one original coaching behaviours of the CAIS, this specific modification also included two training forms with related training activities. These training forms are called training form and playing form. Results: The analysis showed that they utilized the teaching methods, specifically the TGfU and EGD, both when planning and executing practice sessions. The most common kinds of feedback that were used were specific positive and general positive feedback. The coaches frequently relied on questioning as an educational technique during practice, with open questions being the most commonly used type. The observations revealed several similarities and some differences in behaviour between the coaches. Conclusion: The methods that the two coaches employ when training their players correspond to the methods laid out in TGfU and EGD. Both coaches rely heavily on questioning and feedback as behavioural techniques, with open questions and specific positive feedback being among their most common teaching behaviours. The study shows that the practical behaviour of the coaches is firmly based in theories of learning and long-term athletic development. In this way, the coaches have managed to create a learning environment that is successful over time. / Syfte och frågeställningar Syftet med denna studie är att, genom observationer av en manlig huvudtränare och en manlig assisterande tränare för ett specifikt fotbollslag, samla kunskap om hur tränarna beter sig i träningsmiljö i avseende att ut-veckla sina spelare. Syftet är även mer specifikt att undersöka om, och i så fall hur tränarnas beteenden är kopplade till inlärningsmetoderna Teaching Games for Understanding (TGfU) och Enhanced Guided Discovery (EGD). Studiens frågeställningar var: (1) Arbetar fotbollstränarna med de metoder och riktlinjer för inlärning som står skrivet i föreningens spelarutbildningsplan? Hur arbetar de i så fall? (2) Hur arbetar dessa två fotbollstränare med feedback och frågeteknik till sina spelare? (3) Finns det någon/några likheter och/eller skillnader i beteende för de två fotbollstränarna för samma lag? Metod Metoden för att samla in data till denna studie var genom observationer. Deltagarna i studien bestod av två fotbollstränare på ungdomselitnivå (U17). Observationerna av tränarna skedde i deras träningsmiljö, på fotbollsplan under fem träningstillfällen. Observationsinstrumentet som användes i studien var en modifierad version av Coach Analysis and Intervention System (CAIS). Studiens observations-instrument innehåller 21 ursprungliga tränarbeteenden. Denna modifiering av CAIS innehåller även två träningsformer med tillhörande träningsaktiviteter. Dessa träningsformer är training form och playing form. Resultat Observationerna visade att tränarna använde sig av de två inlärningsmetoderna TGfU och EGD när de strukturerade sina träningar, samt när de agerade under träningarna. Vanligast förekommande feedback som användes var specifik positiv- och generell positiv feedback. Tränarna använde sig ofta av frågeteknik under träning, den vanligaste typen av frågor var öppna frågor. Det fanns många likheter i beteende mellan tränarna, men även vissa skillnader. Slutsats Sammanfattningsvis är analysen att tränarna använder sig av metoderna för inlärning; TGfU och EGD i träningsmiljö med sina spelare. Frågeteknik i form av öppna frågor, samt specifik positiv feedback var bland de vanligast använda beteendena hos båda tränarna. Resultatet av observationerna påvisar en nära anknytning mellan tränarnas praktik och teorier kring inlärning och långsiktig idrottslig utveckling. Sålunda lyckas tränarna med tiden forma ett inlärningsklimat som är hållbart över tid.

L’équipe de travail représente, de nos jours, une forme d’organisation du travail incontournable pour accroître la performance des entreprises. Il est maintenant largement reconnu que la composition d’une équipe de travail est susceptible d’affecter son efficacité et, plus particulièrement, la qualité des relations interpersonnelles au sein de l’équipe et la performance de ses membres. Des études se sont donc attardées à isoler certaines caractéristiques individuelles permettant d’influencer le contexte des équipes de travail. Ainsi, l’effet de la composition des équipes a été étudié sous l’angle des traits de personnalité des membres, de leurs attitudes et de leurs valeurs, ou encore en fonction des habiletés cognitives démontrées par chacun des coéquipiers. Malgré quelques invitations répétées à étudier davantage la motivation des équipes de travail et de leurs membres, peu de travaux ont porté sur la composition motivationnelle de ce contexte collectif. Dans la foulée des études portant sur les équipes de travail, on observe une tendance à ne considérer que la performance des équipes et des coéquipiers comme unique critère d’évaluation de leur efficacité. Devant les données alarmantes concernant les problèmes de santé psychologique vécus par les travailleurs, il appert qu’il est essentiel de se pencher sur les conditions nécessaires à mettre en place dans ce contexte de travail interpersonnel pour contribuer à la fois au bien-être et à la performance des coéquipiers. Avec l’utilisation du cadre d’analyse proposé par la théorie de l’autodétermination, la présente thèse vise à répondre à ces enjeux. Le premier article de la thèse propose un modèle théorique qui définit en quoi la composition d’une équipe de travail, en regard des styles de régulations individuelles des membres de l’équipe, est susceptible d’affecter les relations interpersonnelles au sein de l’équipe et d’avoir un impact sur la performance et le bien-être des membres. S’appuyant sur les mécanismes d’émergence proposés par les théories multiniveaux, ce cadre théorique suggère également que, sous certaines conditions, la composition motivationnelle d’une équipe de travail puisse entraîner la formation d’un phénomène singulier de motivation d’équipe. Les mécanismes favorisant cette émergence sont présentés dans l’article. Le second article de la thèse représente une première vérification empirique de certaines des propositions de l’article théorique. À partir d’un échantillon de 138 équipes, regroupant 680 travailleurs, il a été possible de vérifier, à partir d’analyses multiniveaux, l’impact de la composition autonome ou contrôlée d’une équipe sur la satisfaction au travail des participants. Les résultats de l’étude montrent qu’une forme de composition d’équipe de nature plus autonome est positivement reliée à la satisfaction des travailleurs. Plus encore, on observe une interaction entre la régulation autonome individuelle et la régulation autonome d’équipe quant à la satisfaction vécue au travail. Ainsi, la satisfaction au travail est plus élevée pour les participants dont le style de régulation est plus autonome et qui évoluent dans une équipe à composition motivationnelle plus autonome. Parallèlement, les résultats montrent que la composition motivationnelle plus contrôlée est négativement reliée à la satisfaction au travail. De façon générale, la présente thèse souligne la pertinence de considérer le contexte sociomotivationnel émergeant de la composition de l’équipe en regard des styles de régulations individuelles des membres qui la composent. Cette thèse permet de considérer, avec un regard nouveau, la motivation des équipes de travail et les variables de motivation à évaluer dans la formation des équipes de travail au sein de nos organisations. / These days, the work team constitutes an indispensable form of task organization that increases organizational performance. It is now widely recognized that the composition of a work team can affect the effectiveness of that team - specifically, the quality of the interpersonal relationships and performance of its members. Studies have attempted to isolate the individual characteristics liable to influence the work team context. Indeed, the effects of the composition of a work team have been studied through the personality traits of its members, their attitudes and values, as well as the cognitive ability they have each demonstrated. Despite repeated insistence on studying the motivation in and of work teams, very little work has been done on the motivational composition within this collective context. Within the large stream of research on work teams, the tendency seems to be to measure team effectiveness exclusively through team and team member performance. Faced with significant data concerning problems of psychological health among workers, it has become paramount to investigate the conditions under which work teams can contribute to both the well-being and performance of their members. Using the analytical framework proposed by Self-Determination Theory, the present thesis seeks to address these issues. The first article of the thesis proposes a theoretical model that outlines how the composition of a work team, along with the regulatory styles of each of its members, can potentially affect the interpersonal relationships of team members, as well as their performance and well-being. Using Multilevel Theory’s processes of emergence, this model also suggests that, under certain conditions, the motivational composition of a work team can bring about the unique phenomenon of team motivation. The mechanisms facilitating the emergence of this phenomenon are presented in this article. The second article of this thesis focuses on the first empirical verification of certain propositions from the theoretical article. From a sample of 138 teams comprising 680 workers, it was possible to verify, using multilevel analyses, the impact of either an autonomous or controlled motivational work team composition on the work satisfaction of participants. The results of this study show that a more autonomous work team composition is positively related to work satisfaction. Moreover, an interaction between individual autonomous regulation and the autonomous regulation of a team on satisfaction experienced at work was found. Thus, work satisfaction is higher for participants whose regulatory style is more autonomous and who are part of a team whose motivational composition is more autonomous. Conversely, the results show that a more controlled motivational composition is negatively related to work satisfaction. Overall, this thesis highlights the importance of considering the socio-motivational context that emerges from the composition of a work team, in terms of the individual regulatory styles of each of its members. This thesis allows for a fresh perspective on work team motivation, as well as the motivational variables that should be evaluated when creating work teams within organizations.

教師支持對學生需求滿足與學習投入之影響 - 以台灣地區高中學生為例 本研究之目的在探討在自我決定理論架構下，教師支持(teacher support)、心理需求(basic needs)，以及學習投入(learning engagement)三變項間的關係。本研究針對台灣地區共八所高中之高中學生為研究對象，進行問卷調查有效樣本為945人。針對研究工具進行探索性因素分析與驗證性因素分析，並以結構方程模式檢驗本研究之假設模式，研究結果如下。 教師支持與基本需求的關係方面，教師的自主支持(teacher autonomy support)可以顯著的預測能力需求的滿足與學習投入，此結果呈現了自主支持的教學在台灣地區高中情境的跨文化應用。其次，教師投入(teacher involvement)可顯著的預測關連性的需求滿足與學習投入，此結果說明了教師的關心與支持對高中學生的重要性。 再者，不同過去的研究結果，能力需求的滿足則負向的預測行為投入與情緒投入；此結果呈現了課堂情境因素的重要性，可能影響學生之上課投入情形的因素，包括教師的教學方法、教室目標結構，以及學生知覺課堂活動的挑戰性與重要性等。 最後，本研究也發現，教師支持中的結構（structure）對於自主需求(need of autonomy)有負向的影響，即學生對於自主的需求較高者，對於教師的結構性教學會有負向的回應，這也說明了學習者在需求滿足（我覺得）與需求（我想要）兩者上的差異。 本研究建議未來的研究進一步探討需求滿足與需求對於學習與教師知覺上的差異情形，並且針對教師結構之問卷進行本土化的概念建構，亦可進一步探討教師支持與需求滿足間的調節效果或針對這些變項進行長期的調查或課室觀察。 / The effect of Teacher Support on Basic Needs and Learning Engagement in Taiwanese high school context Abstract Based on self-determination theory, the relationships among teacher support, basic needs, and learning engagement were examined. With a total of nine hundred and forty five valid participants from eight Taiwanese high schools, structure equation modeling was used to explore the propose model. The main results of the present study are as follows: Teacher autonomy support was the most predictive variable in explaining both behavioral and emotional engagement, which indicated the cross-cultural application of autonomy-supportive teaching in high school context in a collectivistic country. Moreover, teacher involvement could significantly affect basic need of relatedness and learning engagement, which showed that teachers’ caring and understanding should not be ignored in high school context. Also, this study found the differences between need satisfaction and needs among learners, which leaded to distinct results in reacting to teaching behaviors. Additionally, different from previous studies, this study found that basic need of competence predicted negatively to learning engagement. The specific features of classroom goal structure or teaching methods in Taiwanese high school classrooms might be the plausible explanations.

I föreliggande studie var syftet att synliggöra effekten av känsla av sammanhang (KASAM) på sångelevers välmående, motivation och självreglering. För att ta reda på detta har frågor ställts berörande kriterier som behöver uppfyllas för att känsla av sammanhang ska infinna sig. Även frågor om vilka verktyg och strategier studiens deltagare har för att hantera inre och yttre stimuli har berörts. Utifrån ett sociokulturellt perspektiv, där kulturen och erbjudna verktyg är av yttersta vikt för en individs utveckling, har fyra stycken kvalitativa semistrukturerade intervjuer genomförts med elever i 16-17-års åldern som läser instrumentet sång på gymnasiets estetiska program. Resultatet visar att informanterna beskriver sig själva utifrån hur de lever upp till skolans förväntningar på dem. Deltagarna i studien upplever större KASAM i musikämnena, framförallt i sångundervisningen, än i övriga ämnen där flera av deltagarna uttrycker att de inte vet varför många av skoluppgifterna ska göras. Flera av deltagarna ignorerar negativ stress och gör vad skolan förväntar sig av dem för att inte riskera ett lägre betyg eller ännu värre konsekvenser. Trots detta vågar de sällan uttrycka sin stress för, eller ifrågasätta, sina lärare, utan tänker att de behöver arbeta hårdare för att leva upp till skolans förväntningar. Flera av informanterna identifierar sig till stor del med prestationer, med en bra sångröst och med höga betyg. Det framkommer även att deltagarna i låg utsträckning har medvetna och konstruktiva strategier för att hantera inre och yttre stimuli eller stressorer. I Diskussionen problematiseras resultatet i förhållande till teoretisk bakgrund och tidigare forskning. Även metodval, reliabilitet och validitet samt förslag till fortsatt forskning berörs.

In order to research the limited English proficiency of First Year National Intermediate Certificate students at the Further Education and Training College of Ekurhuleni West, the researcher investigated various motivation variables, namely: * socio-psychological factors * learner factors * parental involvement and * contextual factors related to the influence of the school and classroom A review of literature and empirical research methods were used to this effect. The literature review revealed that instrumental and integrative motivation, self-determination and goal orientedness, parental support and school and classroom context factors contributed to the development of ESL proficiency. A motivation questionnaire and an English proficiency test were administered to the participants. The results indicated no significant relationship between the learner's level of ESL proficiency and motivation variables. These findings form the basis for recommending specific guidelines for possible directions for future research. / Linguistics and Modern Languages / M.A. (Specialisation in Applied Linguistics)

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