ABSTRACT

In this study, we examined associations between university lecturers’ perceived autonomy support (PAS), adaptability, organisational commitment, and psychological wellbeing. A sample of university lecturers (N = 102) from a single ex-polytechnic higher education institution in the United Kingdom completed validated scales for each construct in the spring term. Inspired by prior work in pre-tertiary education with schoolteachers, a conceptual model of predicted relations was developed and tested using structural equation modelling (SEM). Findings showed that PAS was positively associated with lecturers’ adaptability, organisational commitment, and psychological wellbeing; however, adaptability was unable to influence these outcomes independently of its association with PAS. The findings extend prior work with schoolteachers suggesting that, while adaptability is of importance, its influence may be more salient at pre-tertiary level – where there is typically heightened regulation and lower autonomy – and less salient when autonomy options are wider, as is the case in higher education.

摘要

在这项研究中，我们检查了大学讲师的感知自主支持 (PAS)、适应性、组织承诺和心理健康之间的关联。大学讲师样本（N= 102）来自英国一所前理工学院的高等教育机构在春季学期完成了每个结构的验证量表。受先前与学校教师在高等教育中的工作的启发，使用结构方程模型 (SEM) 开发和测试了预测关系的概念模型。结果表明，PAS与讲师的适应性、组织承诺和心理健康呈正相关；然而，适应性无法独立于其与 PAS 的关联影响这些结果。研究结果扩展了先前与学校教师的工作，表明虽然适应性很重要，但它的影响可能在高等教育前水平更显着——那里通常有更高的监管和更低的自主性——而当自主选择更广泛时，它的影响就不那么显着，