A Self-Determination Theory Approach to Work Motivation of Autistic Adults: A Qualitative Exploratory Study

Abstract

The study explores work motivation of autistic adults through the lens of Self-Determination Theory (SDT). Twelve autistic employees (ages 28-47; 3 females) participated in semi-structured qualitative interviews about their work experience. Analysis combined inductive and deductive approaches, identifying motivational themes emerging from the interviews, and analyzing them according to SDT concepts. Two major themes emerged: (1) work motivation factors positioned on the self-determination continuum: income and self-reliance; a daily routine; social/familial internalized norms; meaning and contribution; and job interest; and (2) satisfaction of psychological needs at work, postulated by SDT: competence, socialrelatedness, and autonomy and structure. Findings are discussed in relation to current literature, and practical applications are suggested for meeting the motivational needs of autistic employees and promoting employment stability.

Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory

“…The current student adopted a comparative narrative qualitative research approach comprising ten senior (graduand) students from Chinese and Ethiopian higher VET colleges located in Shenzhen and Addis Ababa, respectively. It is evident that underpinning epistemological assumption, a paradigm that unfolds individuals’ experiences, perspectives, and feelings about their environment through interaction with it, is substantially outfitted to understand motivation [ 15 , 59 ]. Therefore, we conducted a semi-structured interview with the two groups of participants and constructed and analyzed deductive thematically or theory-driven analysis.…”

“…Given unlike general education, VET college students’ learning environment is markedly different, which primarily empowers adolescents to early to join the middle and low-job title (blue-collar) market with lifelong vocational skills and knowledge [ 11 , 17 , 18 , 20 , 31 , 32 ]. Vocational-related self-determination skills are self-supporting for vocational skill accommodation, resolving problems in the workplace, accomplishing learning tasks, and developing future work plans [ 15 , 33 ].…”

“…The third component of SDT is relatedness, considered the iconic external motivational factor relevant to VET college students’ learning process and motivation [ 4 ]. They are called to possess solid and active social interaction during their study with their classmates, teachers, peers, and family, which is also interrelated with developing an autonomy-supportive environment [ 2 , 8 , 15 ]. A quasi-experimental study that administered the survey and focused group discussion among a 3-year bachelor Dutch law university students who are in traditional teaching and problem-based learning class to compare their STD claimed that students in problem-based learning environment showed an exceeding behavior of motivation towards their course than their counterparts in lecture-based class since they built a solid social circle and communication with peers and teachers through the tutorial and non-formal academic relationship the program facilitates for them [ 5 ].…”

Autism and Employment: A Review of the “New Frontier” of Diversity Research

“…In line with this evidence, employment instability has been found to be a threat to autistic employees' health and well-being. For example, job loss during COVID-19 had negative implications for autistic employees (e.g., depressive symptomatology, emotional distress; Taylor, Adams, Pezzimenti, Zheng, & Bishop, 2022;Goldfarb et al, 2022). Recent research also indicates that continuing in-person work during the pandemic was helpful for autistic employees because it maintained a familiar routine and provided a calmer environment with a less crowded office (Goldfarb et al, 2022).…”

“…These findings have important implications for research, clarifying how selection based on “cultural fit” that is only loosely related to job skills and performance can be discriminatory across neurotypes, while focusing on person–interest and person–job fit may be more broadly beneficial to employees on the autism spectrum (Ezerins et al, 2023). Yet, despite the promise of this holistic approach, autistic people are often employed in jobs that are not well-matched to their abilities or interests (Buckley et al, 2021; Goldfarb, Golan, & Gal, 2022). Thus, it is crucial to understand the supports or enablers that are available to managers to help overcome these challenges.…”