Volitional Trust, Autonomy Satisfaction, and Engagement at Work

Heyns, Marita M.; Rothmann, Sebastiaan

doi:10.1177/0033294117718555

Cited by 35 publications

(21 citation statements)

References 48 publications

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“…Concerning the relationship between the psychological resources and work engagement (H1), our results support the idea that a good appraisal of “psychological resources linked to the working environment” was a promoting factor in work engagement in terms of dedication, absorption, and vigor. These results are in line with current literature demonstrating that job resources (Bakker et al, 2007), social support (Saks and Gruman, 2018), and autonomy (Heyns and Rothmann, 2018), might positively affect levels of engagement. Contrary to our expectation (H2), the direct effect of work engagement on teaching practices was small and not statistically significant.…”

Section: Discussionsupporting

confidence: 92%

The Effect of Positive Working Conditions on Work Engagement and Teaching Classroom Practices: A Large Cross-Sectional Study in Switzerland

Addimando

2019

Front. Psychol.

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IntroductionTeaching methods and techniques represent important classroom practices that promote both academic achievement and the efficacy of learning processes: the use of a complex array of teaching practices by educators in the classrooms has been frequently associated with better student academic outcomes (Hattie, 2012, 2009). So far, less is known about the psychological aspects linked to the working endeavors able to promote the adoption of different teaching techniques in educational contexts.AimThe present cross-sectional quantitative research aimed at estimating the cumulative network of associations between psychological resources at work (e.g., social support, sense of autonomy, and job satisfaction) and both work engagement and the use of teaching classroom practices.Sample and MethodThe sample was composed of in-service teachers (N = 1,370) recruited in primary and lower secondary public schools in urban and suburban areas of Canton Ticino (Switzerland). Self-administered quantitative measures were used to evaluate the following constructs: social support, job satisfaction, teachers’ autonomy, work engagement, and teaching classroom practices. The data were analyzed using structural equation modeling with decomposition analysis of total effects in direct and indirect effects.ResultsThe hypothesized structural model reported a good fit with the empirical data (normed χ2 (NC) = 2.7; root mean square error of approximation = 0.051, normed fit index (NNFI) = 0.951, non normed fit index = 0.950, comparative fit index = 0.968) and support the interpretation of the structural model. The main results revealed a large positive association between psychological resources at work and teaching classroom practices (β = 0.37). The level of work engagement seemed to be a minor element in promoting the use of teaching classroom practices (β = 0.10).DiscussionOverall, the results provide a fresh piece of evidence for the association between working conditions and teaching practices. In fact, teachers who perceive a supportive and satisfying working environment (both in terms of internal and external resources) are more likely to be engaged in their activities, and this in turn leads to a more heterogeneous array of teaching practices with students. The practical implications in terms of professional training and on-field intervention are discussed.

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Section: Discussionsupporting

confidence: 92%

The Effect of Positive Working Conditions on Work Engagement and Teaching Classroom Practices: A Large Cross-Sectional Study in Switzerland

Addimando

2019

Front. Psychol.

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“…Various studies suggest that leadership is an important factor that positively contributes to work engagement, either directly or indirectly through other constructs (Coxen et al, 2016;Ebrahim, 2017;Harter et al, 2002;Heyns & Rothmann, 2018). Authentic leaders lead by example -they lead through their values and strive for truthful relationships (Gardner et al, 2005;Kernis, 2003).…”

Section: Work Engagementmentioning

confidence: 99%

Authentic leadership and work engagement: The indirect effects of psychological safety and trust in supervisors

Maximo¹,

Stander²,

Coxen³

2019

SA j. ind. psychol.

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Orientation: The orientation of this study was towards authentic leadership and its influence on psychological safety, trust in supervisors and work engagement.Research purpose: The aim of this study was to investigate the influence of authentic leadership on trust in supervisors, psychological safety and work engagement. Another aim was to determine whether trust in supervisors and psychological safety had an indirect effect on the relationship between authentic leadership and work engagement. An additional objective was to determine if authentic leadership indirectly influenced psychological safety through trust in supervisors.Motivation for the study: Globally, businesses are faced with many challenges which may be resolved if leaders are encouraged to be more authentic and employees more engaged. In this study, investigating the role of trust in supervisors and psychological safety on the relationship between authentic leadership and work engagement is emphasised.Research design, approach and method: This study was quantitative in nature and used a cross-sectional survey design. A sample of 244 employees within the South African mining industry completed the Authentic Leadership Inventory, Utrecht Work Engagement Scale, Workplace Trust Survey and Psychological Safety Questionnaire.Main findings: The results indicated that authentic leadership is a significant predictor of both trust in supervisors and psychological safety. This study further found that authentic leadership had a statistically significant indirect effect on work engagement through trust in supervisors.Practical or managerial implications: The main findings suggest that having more authentic leaders in the mining sector could enhance trust in these leaders. Authentic leadership thus plays an important role in creating a positive work environment. This work environment of authenticity and trust could lead to a more engaged workforce.Contribution or value-add: Limited empirical evidence exists with regard to the relationship between authentic leadership, work engagement, psychological safety and trust in supervisors. This is particularly true in the mining sector. This study aimed to contribute to the limited number of studies conducted.

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“…On the other hand, the more distrust they have in the epistemic authority, the more dependence they have on external resources. Among adults, evidence shows that the more individuals trust the information provided by external sources (e.g., significant others, public leaders, policy makers), the more relatively autonomous predictions are made (60). According to expectancy-value models, this successful process increases both self-efficacy and hope (61).…”

Section: Trust In Epistemic Authoritymentioning

confidence: 99%

Theory of Motivated Cue-Integration and COVID-19: Between Interoception, Somatization, and Radicalization

Shalev

2021

Front. Psychiatry

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The global dissemination of COVID-19 creates confusion and ambiguity in nearly every aspect of life, including fear of contagion, heightened awareness of the mortality of self and family members, lack of power, and distrust of experts and decision-makers. In this stressful situation, the question arises as to what mechanisms distinguish between adaptive and maladaptive self-regulation. The theory of Motivated Cue-Integration (MCI) is a novel theory of self-regulation that provides a new perspective on the effect of COVID-19 on self-regulation deficiency as an example of psychological distress. Inspired by predictive coding, social cognition, embodied cognition, and experiential approach, MCI suggests that self-regulation is based on interaction between (1) high-level values and goals, (2) low-level interoceptive and exteroceptive signals, and (3) trust in epistemic authority or a significant other. Motivated Cue-Integration posits that individuals create meaning by making moment-to-moment predictions that affect their interpretation of the experience of ambiguity influenced by their relationship with epistemic authority. According to MCI, deficiency in self-regulation during COVID-19 could result either from over-sensitivity or under-sensitivity to low-level interoceptive and exteroceptive cues; rigidity or ambiguity of high-level goals, poor integration between the two levels of processing as well as distrust in epistemic authority. According to MCI, variations of these deficiencies may occur in various clinical phenomena such as alexithymia and somatization, as well as in social phenomena such as goal radicalization. Based on this reasoning, MCI claims that the mentalization of the relationship between interoceptive cues, exteroceptive cues, goals, and psychological needs of the person, as well as the improvement of confidence in epistemic authority, can promote adaptive self-regulation. Psychological intervention can foster trust in epistemic authority, increase the mentalization of interoceptive and exteroceptive cues, and their association with adaptive goals. As such, the integration of these elements in a way that facilitates incentives pathways and insight fosters a more integrated subjective experience, higher clarity of emotion, and positive internal dialogue which promotes action tendency.

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Volitional Trust, Autonomy Satisfaction, and Engagement at Work

Cited by 35 publications

References 48 publications

The Effect of Positive Working Conditions on Work Engagement and Teaching Classroom Practices: A Large Cross-Sectional Study in Switzerland

The Effect of Positive Working Conditions on Work Engagement and Teaching Classroom Practices: A Large Cross-Sectional Study in Switzerland

Authentic leadership and work engagement: The indirect effects of psychological safety and trust in supervisors

Theory of Motivated Cue-Integration and COVID-19: Between Interoception, Somatization, and Radicalization

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