Maarten Vansteenkiste 2008

Understanding the Bright and Dark Side of ones Work Life:

The Critical Role of Basic Psychological Need Satisfaction

Maarten Vansteenkiste

Universiteit Gent

Contactadres: [email protected]

www.vopspsy.ugent.be

www.psych.rochester.edu/SDT

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Overview
The Energetic Basis of Growth: Basic Psychological Need Satisfaction
3. How to Create an Optimally Motivating Environment?

2. Quality of Motivation Matters

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PART I

The Energetic Basis of Growth:

Basic Psychological Need Satisfaction

Vansteenkiste, M., Ryan, R. M., & Deci, E. L. (in press). Self-determination theory and the explanatory role of psychological needs in human well-being. In L. Bruni, F. Comim, & M. Pugno (Eds.), Capabilities and happiness. Oxford, UK: Oxford University Press.

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Motivating Employees

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Legend / Parabel

A jewish tailor opened a store in the main shopping street in a small town. A local clan was not very happy with this. A lot of people didnt visit the main shopping street any longer, because a group of youngsters was shouting each day in front of the store: Jew, Jew, Jew

The tailor didnt sleep very well during the first night, but then decided to do something about the problem the next day. He went to the youngsters and promised them that they would get one dollar each day in case they would shout Jew, Jew, Jew. The young boys started to shout at him and, as a result, he paid each of them one dollar. Because the youngsters were quite satisfied with the reward, they came back the next day to shout at him. The store keeper came outside and paid them again: I can only pay you half a dollar. One dollar is too much. Although they only got half a dollar, the boys were satisfied with the reward and left the shopping street. After all, half a dollar is half a dollar.

Of course, the youngsters came back to shout at the store keeper the next day. This time, they were paid one dollar cent. This is not fair, argued the youngsters, two days ago, we still got one dollar and yesterday we got half a dollar, but today we only get one cent. Take it or go away, replied the store keeper, this is all what you can get. Dont think we will any longer shout at you for one stupid dollar cent, said the youngsters, and they didnt come back any longer to shout at the store keeper.

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Task of motivation psychologist

Motivation < movere = to move
Which things make people moving? Question concerning the reason, motive or goal behind ones behavior Does this motive matter in terms of predicting Productivity? Quality and quantity of performance? Burn-out & engagement?Doing overhours = Free persistence at the activity? Turn-over?
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Identification of
weaknessesillness pathology
Disease models

Positive

Psychology

movement

Identification of
strengths virtues positive development
Remedial action =

fixing what is wrong

Preventive action = by stimulating growth avoiding illness
Criticism: A strong meta-theoretical foundations is lacking in both
perspectives; Self-determination Theory can fill this gap

Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di Psichologia, 27, 17-34.

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Self-Determination Theory


Prof. Dr. Edward L. Deci

Prof. Dr. Richard M. Ryan

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Self-determination Theory: Meta-theoretical assumptions

Pro-active organism that acts upon his environment

Oriented towards growth & self-organization

Social environment facilitates & supports development

Passive / reactive entities

No inherent growth-oriented nature

Social environment programs & controls peoples behavior


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Psychological

need satisfaction

Well-being

Burn-out

Productivity

Social

environment

Turn-over

Which processes underly growth vs. alienation?

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Wich needs do meet the following criteria?

Psychological

Innate

Fundamental

Universal


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Basic needs

Need for autonomy

A
Being the initiator of
ones own actions
Psychological
freedom
Volition

Need for competence

C
Being able to
achieve desired

outcomes
Having control over
the result of ones

actions

Need for belongingness

B
Being loved by
others
Having close and
intimate relations

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Psychologisal

need satisfaction

Self-worth

Psychological

insecurity

Hedonic

pursuit of

happiness

Autonomy

Belongingness

Competence

Money &

Financial

success

BASIC

COMPENSATORY / DERIVATIVE

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Demographic Characteristics of the Participants in the Calibration and Validation Sample

Van den Broeck, A., Vansteenkiste, M., Lens, W., De Witte, H., & Soenens, B. (in progress). Capturing autonomy, belongingness and competence at work. Manuscript in preparation.
Calibration SampleValidation SampleSample 1Sample 2N297202192Gender Male495150 Female594850Age Range21 63 years20 61 years24 59 years Mean38.45 years41.60 years SD11.54 years10.26 yearsEducation Primary education 2%3%1% Secundary education45%60%13% College level45%31%51% University12%7%35%Type of contract Full-time74% Part-time26%
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Utilitarian roots

Hedonic

Well-being

Eudaimonic

Well-being

Aristotelian roots

Fromm (1981)

Optimal well-being requires distinguishing between those desires that are only subjectively felt and whose satisfaction leads to momentary pleasure, and those needs that are rooted in human nature and whose realization is conducive to human growth and produces eudaimonia, i.e., well-being. (Italics added; as cited in Ryan & Deci, 2001)

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Hedonic

Well-being

Eudaimonic

Well-being
Maximization of happiness & pleasureMinimization of painFullfilling ones daimon or true natureFully functioning person
Bentham

Kahneman et al. (1999)

Diener & Lucas (1999)

Waterman (1993); Ryff (1995)

Fromm (1981); Ryan & Deci (2001); Ryan, Huta, & Deci (2008)

Indicators
Positive affectNegative affect Life satisfaction
Indicators
Vitality Self-actualization Personal expressiveness
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Engagement

Burn-out

Actual

turn-over

Need satisfaction among employees (correlates)

A

B

C

.66***

.44***

.27***

-.49***

-.38***

-.28**

-.07

-.13*

-.27***

Van den Broeck, A., Vansteenkiste, M., Lens, W., De Witte, H., & Soenens, B. (in progress). Capturing autonomy, belongingness and competence at work. Manuscript in preparation.

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Autonomy in non-western countries: Separating autonomy from independence

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1) Autonomy within SDT

= degree of self-endorsement of ones actions

= standing fully behind ones activities

= reflective valuation of ones behavior
Opposite = control = feeling pressured or seduced to partake in an activity
2) Autonomy within developmental (Steinberg, 1990), cross-cultural (Markus & Kitayama, 1991, 2003) and health and occupational psychology

= self-direction, individualism

= being independent

= culture-bounded (i.e., western cultures), age-bounded (i.e., adolescents)
Opposite = dependency = relying on others
BUT: autonomy and independence are orthogonal dimensions!

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4 combinations are possible!
Examples
Doctor visitHelp with carrying out a project at work
Controlled or imposed

Autonomous of self-chosen

Dependence

Independence

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Psychological

Well-being

Depression

Vitality

Need satisfaction among Chinese students (regressions)

A

B

C

.26***

.28***

.26***

-.31***

-.43***

.03

.25*

.31**

.19*

Vansteenkiste, M., Lens, W., Soenens, B., & Luyckx, K. (2006). Autonomy and relatedness among Chinese Sojourners and Applicants: Conflictual or independent predictors of well-being and adjustment? Motivation and Emotion, 30 273-282

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PART II

Quality of Motivation Matters

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Psychological

need satisfaction

Quality &

quantity of

motivation

Autonomy

Belongingness

Competence

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Exercise: Try to
indicate which items would measure the same type of motivation come up with a label for each type of motivation
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Im putting effort in my job
because that is what others (e.g., manager, colleagues) expect me to be doing 12345 because this job allows me to reach my life goals12345 because I would feel guilty if I wouldnt do so12345 because I like this job very much12345 because this job has personal relevance to me12345 because others (e.g., manager, colleagues) will reward me only if do so 123457) because I find this job highly interesting and challenging123458) because I can only be proud of myself if I do so12345
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ItemsNaamMotivation type 1Motivation type 2Motivation type 3Motivation type 4
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ItemsNaamMotivation type 11, 6External pressureMotivation type 23, 8Internal pressureMotivation type 32, 5Personal values,convictionsMotivation type 44, 7Pleasure, passion,enjoyment
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Intrinsic Motivation: Doing an activity because it is interesting and provides its own reward by satisfying peoples basic needs for autonomy, competence, and relatedness.

Extrinsic Motivation: Doing an activity because it is instrumental to an operationally separable consequence.

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Autonomous Motivation

Controlled

Motivation

Pressure, obligation, stress

Choiceful, psychological freedom

Unneccessary

Pleasure, passion, interest

Personal relevance, meaningful

Intrinsic Motivation

Extrinsic motivation

Punishment rewards

expectation

Shame, guilt, self-worth

Partial internalisation

No internalisation

Full internalisation

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Motivational profiles:
Distinguishing between types of employees

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Variable-centered

approach

Autonomous Motivation (AM)

Controlled

Motivation (CM)

Person-centered

approach

Types of

employees?

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Sample characteristics:
Representative Belgian sample of employees: N = 1793Gender: 52.4% maleAge< 30 year: 24.6%30-39 year: 25.6%40-49 year: 28.4%> 50 year: 21.4%Educational level:Primary education: 5.5%Secundary education: 55%College level: 24.8%University level: 14.7%
Van den Broeck, A., Vansteenkiste, M., Lens, W., Van Coillie, H. (in progress). Examining employees motivational profiles: Does quality or quantity of motivation matter? Manuscript in preparation.

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Poor quality

Low quantity

High

quantity

Good quality


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Low quality

(21%)

Low quantity

(11%)

High quantity

(27%)

High quality

(41%)

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Grafiek1Lage kwaliteit (21%)Lage kwantiteit (11%)Hoge kwantiteit (27%)Hoge kwaliteit (41%)VerkoopProcentual distribution of motivation groups21112741Blad1VerkoopLage kwaliteit (21%)21Lage kwantiteit (11%)11Hoge kwantiteit (27%)27Hoge kwaliteit (41%)41Als u de afmetingen van het gegevensbereik van de grafiek wilt wijzigen, versleept u de rechterbenedenhoek van het bereik.

Is being more strongly motivated a

Is being motivated always adaptive?

Two relevant comparisons:
Good quality vs. poor quality group = equal in amount but different in quality of motivationGood quality vs. high quantity motivation group = different in amount and in quality of motivation

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Need satisfaction as a function of motivational profile


Comparison 2

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Organisational Commitment as a function of motivational profile


Comparison 2

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Productivity as a function of motivational profile


Comparison 2

Comparison 1

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PART III

How to create a motivating environment?

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Psychological

need satisfaction

Job design

Leadership

style

Renumeration

policy

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Job Design:

Need enhancing & need frustrating job characteristics

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Resourceful

job characteristics

= stimulate growth

& play buffering

role

Demanding

job characteristics

= Tax employees

capacities

Engagement

Burn-out

Van den Broeck, A., Vansteenkiste, M., Lens, W., & De Witte, H. (2008). The role of basic need satisfaction in explaining the relation

between demands, resources, well-being and engagement. Work and Stress, 22, 277-294.

+

+

-

*

?

Resourceful

job characteristics

(e.g., task autonomy,

skill utilization etc.)

Demanding

job characteristics

(e.g., emotional & physical

demands, workload etc.)

Engagement

Burn-out



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Psychological

need satisfaction

Resourceful

job characteristics

(e.g., task autonomy,

skill utilization etc.)

Demanding

job characteristics

(e.g., emotional & physical

demands, workload etc.)

Engagement

Burn-out



+

+

-

-

*

Psychological

need satisfaction

Resourceful

job characteristics

Demanding

job characteristics

Engagement

Burn-out



.34***

.86***

-.15**

.62***

Fit: SBS-chi (196) = 738.94, p < .001; RMSEA = .06; SRMR = .08, CFI = .93 and NNFI = .92

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Leadership style:

Need enhancing & need frustrating job leadership styles

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Need frustrating

leadership style

Need satisfying

leadership style

Leadership style

that facilitates employees need

satisfaction

Leadership style

that thwarts employees need

satisfaction

Leadership style

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Autonomy

Beloningness

Competence

Autonomy-

supportive vs.

controlling environment

Warm vs. cold environment

Structured vs. chaotic

environment

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Autonomy support

External control

Procedure
Experimental design: 2X1-designParticipants : 376 first year business students (19-20 years old)Task: Reading a text on how to learn to communicate? (30 min.)Outcomes:Performance = conceptual learningPersistence = visiting the library to get additional information
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87, 246-260

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Autonomy-supportive instructions

On your desk you can find a text that is used in the context of an experiment. The text aims to indicate how you can learn to communicate in a good way. Different communication styles are discussed within the text and the content of this text might provide you useful information that you might need on your future job. You are invited to read the text attentively, because the text can contribute to your personal development and growth on your future job. After you will have read the text, you will be asked to answer a few questions (which are not part of an exam).


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Controlling instructions

On your desk you can find a text that is used in the context of an experiment. The text indicates how you should communicate in a good way. Different communication styles are discussed within the text and the content of this text should provide you useful information that you should use on your future job. You might better read the text very attentively, because the text should contribute to your personal development and growth on your future job. After you will have read the text, you must answer a few questions (which are not part of an exam).


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Grafiek1Autonomy-supportive contextControlling contextType of Communication StyleConceptual learningConceptual Learning as a Function of Type of Communication Style6.75.6Sheet1Autonomy-supportive contextControlling context6.75.6Autonomy-supportive contextControlling context670%42%Sheet1Tyoe of Communication StyleConceptual learningConceptual Learning as a Function of Type of Communication StyleSheet2Sheet3


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Chart1Autonomy-supportive contextControlling contextType of Communication StylePercentage of PersistencePersistence as a Function of Type of Communication Style0.70.42Sheet1Autonomy-supportive contextControlling context70%42%Sheet1Type of Communication StylePercentage of PersistencePersistence as a Function of Type of Communication StyleSheet2Sheet3

Conclusion

Need satisfaction
Crucial theoretical mechanism to explain both bright & dark sideConcrete practically relevant process by which the environment might enhance peoples growth & development
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Persistence as a Function of Type of Communication

Style

0%

10%

20%

30%

40%

50%

60%

70%

80%

Autonomy-supportive contextControlling context

Type of Communication Style

Percentage of Persistence

Mean

1,00000

0,50000

0,00000

-0,50000

-1,00000

-1,50000

Controlled motivation

Autonomous motivation