Browsing by Subject "autonomy"

Now showing 1 - 4 of 4
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    Antidepressant Use Amongst College Students: Findings of a Phenomenological Study
    (University of Minnesota, College of Pharmacy, 2012-07) Singh, Reshmi L.; Schommer, Jon C.; Worley, Marcia M.; Peden-McAlpine, Cynthia
    Background: Depression among college students is an escalating problem and could have serious consequences such as suicide. There has been an increase in use of antidepressants on college campuses in United States. However, an in depth understanding of this phenomenon from the college student’s perspective is lacking in the literature. Objective: This study examined college students’ experiences and treatment decision making during their depression treatment. Methods: A longitudinal, phenomenological research methodology was completed. The participants were nine students who were taking antidepressants for diagnosis of depression. Recruitment was done via brochures placed at University bulletin boards, and a mental health clinic. Three audio taped, unstructured interviews were conducted with each participant over four months. The central question asked was: What has the experience of treating depression been for you? Analysis of text was done using Van Manen’s lifeworld existentials of lived body, lived time, lived relation and lived space as the organizing framework. Results: Thirteen themes were identified within the four lifeworlds. The results showed that lived relation with providers was important for college students’ decision to both initiate and continue antidepressant use. Students’ role was defined in conjunction with provider’s role by them as wanting to be a ‘player’ in their treatment decisions and needing to be ‘acknowledged’ as such by their providers. Conclusions: Overall, the underlying essential theme
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    Does Generation Matter? Differences in Perceived Benefits Among Baby-boomers, Generation-X & Generation-Y at a Water-Based Recreation Area
    (University of Minnesota College of Natural Resources, 2006)
    This project sought to identify differences in perceived and realized benefits among visitors of different generations. The majority of benefit items and factors were similar across generational cohorts. Therefore, recreation opportunity providers (water based, in this case) can take these results and assume that their marketing and programming efforts will continue to reach a broad audience.
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    Manager Autonomy Support as a Moderator of Job Insecurity and Subjective Wellbeing
    (2023-05) Swenson, Sara
    Job insecurity is an inescapable workplace experience in the United States that reduces wellbeing and health (e.g., Burgard et al., 2009; De Witte et al., 2016; Dekker & Schaufeli,1995; Hellgren et al., 1999; Sverke & Hellgren, 2002) and organizational commitment behaviors (e.g., Cheng & Chan, 2008; Dekker & Schaufeli, 1995; Shoss, 2017). Job insecurity corelates to job control (e.g., Brockner et al., 2004; Karasek, 1979; Schreurs et al., 2010) and employees who experienced restricted autonomy, one application of a lack of job control, demonstrated lower health and work performance (Fallman et al., 2019). Conversely, employees who experienced job control were less negatively influenced by job insecurity (e.g., Schreurs et al., 2010) and reported increased wellbeing (Lee & Ravichandran, 2019). Rooney et al. (2009) observed that managers influenced employees’ perceptions of job control. Manager autonomy support, which is a managerial style that allows employees to make decisions about their work, determine their work tasks and goals, and provide input on work matters, is one way managers can enable job control.A quantitative survey methodology was employed to understand the relationships between manager autonomy support, job insecurity, and subjective wellbeing and between work climate, job insecurity, and subjective wellbeing. The survey methodology allowed for consistent data collection of the following: perception of manager autonomy support received via participative decision making and autonomy providing behaviors, positive affect and life satisfaction experienced (subjective wellbeing), the presence of job insecurity and details about work climate experienced by participants. The sample consisted of employees in the United States within a large global high tech/manufacturing organization. In addition to correlational results between the study’s variables, the findings identified that manager autonomy support was a predictor of positive affect and job insecurity was a predictor of subjective wellbeing. Limitations, study contributions, and implications for future research and practice are provided.
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    The Relationship Between Psychological Needs Satisfaction and Professional Commitment of Minnesota School-Based Agricultural Education Teachers
    (2023-03) Rada, Lavyne
    Teachers must be retained in the profession to meet the ever-growing demand for SBAE teachers across the United States. Although the literature has identified several factors which influence SBAE teacher retention, previous research has not examined the psychological needs satisfaction of Minnesota SBAE teachers. While critical to retention, professional commitment remains a needed area within SBAE research. This study viewed psychological needs through the lens of SDT (Ryan & Deci, 2002), recognizing that the psychological needs of autonomy, competence, and relatedness are universal and innate needs essential for psychological functioning (Ryan & Deci, 2020). Given that people are drawn to environments that foster needs satisfaction and that needs satisfaction influences beliefs and behaviors (Collie et al., 2016; Lee & Nie, 2014; Mabekoje et al., 2016), teacher’s psychological needs satisfaction influences a teacher's professional commitment. This study aimed to examine if and to what extent psychological needs satisfaction of autonomy, competence, and relatedness was related to and could predict SBAE teachers’ professional commitment. Hypothesized connections were tested simultaneously with a conceptual model where SBAE teacher’s psychological needs satisfaction and professional commitment was examined. Overall, the results revealed that psychological needs satisfaction of autonomy, competence, and relatedness (independently and collectively) have a significant and negative impact on turnover intention, which was used to measure professional commitment. According to the data, competence and autonomy are the primary predictors of professional commitment. These results align with previous research on teachers that indicated autonomy (Collie et al., 2016) and competence (Palmer, 2020) were indicators of professional commitment. It was concluded that satisfying SBAE teachers' psychological needs, especially the need for autonomy and competence, are an essential component of Minnesota SBAE teacher retention. If leaders in SBAE want to reduce attrition, more must be done to support SBAE teacher’s psychological needs satisfaction of autonomy, competence, and relatedness. Furthermore, special effort should be made to identify the distinctive needs of the majority of current SBAE teachers with up to ten years teaching experience, who tend to have lower psychological needs fulfillment.