Minor Positive Organizational
Psychology Exam 2
Table of Contents
THEME 5: MOTIVATION, SELF-REGULATION, AND HABIT CHANGE AT WORK .................................... 3
LEARNING GOALS...................................................................................................................................... 3
LECTURE 6A: MOTIVATION AND SELF-REGULATION AT WORK (DR. FRICK) ............................................................. 5
LECTURE 6B SELF0REGULATION & ADAPTATION TO CHANGE (DR. PETROU) ......................................................... 13
MANGENELLI ET AL (2018) SELF-DETERMINATION THEORY CAN HELP YOU GENERATE PERFORMANCE AND WELL-BEING
IN THE WORKPLACE 227-240 ................................................................................................................... 17
BARRICK, MOUNT, LI (2013) THE THEORY OF PURPOSEFUL WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-
ORDER GOALS AND JOB CHARACTERISTICS 132-153 ..................................................................................... 20
JOHNSTON ET AL (2018) WHY DOES WORK CAUSE FATIGUE? A REAL-TIME INVESTIGATION OF FATIGUE, AND
DETERMINANTS OF FATIGUE IN NURSES WORKING 12-HOUR SHIFTS 551-562 ...................................................... 22
KOOPMAN ET AL (2020) MY COWORKERS ARE TREATED MORE FAILRY THAN ME! A SELF-REGULATORY PERSPECTIVE ON
JUSTICE SOCIAL COMPARISONS 857-880 ................................................................................................... 25
SONNENTAG, WEHRT, WEYERS, LAW (2022) CONQUERING UNWANTED HABITS AT THE WORKPLACE: DAY-LEVEL
PROCESSES AND LONGER TERM CHANGE IN HABIT STRENGTH 831-853 .............................................................. 29
THEME 6: JOB CRAFTING AND PROACTIVE CAREER BEHAVIORS ................................................... 33
LEARNING GOALS.................................................................................................................................... 33
LECTURE 7 PROACTIVITY AND DEVIANCE (PROACTIVE WORK BEHAVIOR) PETROU .................................................. 37
ZHANG & PARKER (2018) REORIENTING JOB CRAFTING RESEARCH: A HIERARCHICAL STRUCTURE OF JOB CRAFTING
CONCEPTS AND INTEGRATIVE REVIEW 126-146 ............................................................................................. 42
PETROU ET AL (2012) CRAFTING A JOB ON A DAILY BASIS: CONTEXTUAL CORRELATES AND THE LINK TO WORK
ENGAGEMENT 1120-1141........................................................................................................................ 46
PARKER & WANG (2015) HELPING PEOPLE TO “MAKE THINGS HAPPEN”: A FRAMEWORK FOR PROACTIVITY AT WORK 62-
72 ....................................................................................................................................................... 48
KOEN & PARKER (2020) IN THE EYE OF THE BEHOLDER: HOW PROACTIVE COPING ALTERS PERCEPTIONS OF INSECURITY
385-400 .............................................................................................................................................. 51
LEBEL ET AL (2023) WHAT MAKES YOU PROACTIVE CAN BURN YOU OUT: THE DOWNSIDE OF PROACTIVE SKILL BUILDING
MOTIVATED BY FINANCIAL PRECARITY AND FEAR 1207-1222 ............................................................................ 53
THEME 7: EMOTION REGULATION AND COPING WITH STRESS AT WORK ....................................... 57
LEARNING GOALS.................................................................................................................................... 57
POST DISCUSSION ................................................................................................................................... 63
LECTURE 8: EMOTION REGULATION AND COPING WITH STRESS AT WORK.............................................................. 67
ZHANG ET AL (2019)” PROMOTION- AND PREVENTION-FOCUSED COPING: A META-ANALYTIC EXAMINATION OF
REGULATORY STRATEGIES IN THE WORK STRESS PROCESS 1296-1323 ................................................................ 76
CASPER & SONNENTAG (2019): FEELING EXHAUSTED OR VIGOROUS IN ANTICIPATION OF HIGH WORKLOAD? THE ROLE OF
WORRY AND PLANNING DURING THE EVENING 215-242 .................................................................................. 79
SCHEIBE & MOGHIMI (2021) AGE AND CONTEXT EFFECTS IN DAILY EMOTION REGULATION AND WELL-BEING AT WORK 31-
45 ....................................................................................................................................................... 81
GRANDEY & SAYRE (2019) EMOTIONAL LABOR: REGULATING EMOTIONS FOR A WAGE 131-137 .............................. 83
, VASQUEZ, NIVEN, MADRID (2020): LEADER INTERPERSONAL EMOTION REGULATION AND FOLLOWER PERFORMANCE
97-101 ................................................................................................................................................ 87
VASQUEZ, MADRID, NIVEN (2021) LEADER INTERPERSONAL EMOTION REGULATION MOTIVES, GROUP LEADER-MEMBER
EXCHANGE, AND LEADER EFFECTIVENESS IN WORK GROUPS 1168-1185 ............................................................ 88
THEME 8: WORK-LIFE BALANCE .................................................................................................. 92
UNGER ET AL (2022) BOUNDARIES FOR CAREER SUCCESS? HOW WORK-HOME INTEGRATION AND PERCEIVED
SUPERVISOR EXPECTATION AFFECT CAREERS 144-164 .................................................................................. 108
SHIMAZU ET AL (2020): WORKAHOLISM, WORK ENGAGEMENT AND CHILD WELL-BEING: A TEST OF THE SPILLOVER-
CROSSOVER MODEL 6213-6229 ............................................................................................................. 112
STEINER, HIRSCHI, WANG (2023) CROSSOVER EFFECTS OF PARENT WORK-TO-FAMILY EXPERIENCES ON CHILD WORK
CENTRALITY: A MODERATED MEDIATION MODEL 934-953 .............................................................................. 115
MEIER, CHO (2019) WORK STRESSORS AND PARTNER SOCIAL UNDERMINING: COMPARING NEGATIVE AFFECT AND
PSYCHOLOGICAL DETACHMENT AS MECHANISMS 359-372 ............................................................................ 117
AARNTZEN ET AL (2019) WORK-FAMILY GUILT AS A STRAIGHTJACKET 1-15 ......................................................... 119
STERTZ, HORVATH, WIESE (2020) WHAT INFLUENCES FATHERS’ DAILY WORK-RELATED WORRIES DURING PARENTAL
LEAVE? 1-15 ........................................................................................................................................ 122
,Theme 5: Motivation, Self-regulation, And Habit Change at
Work
Learning goals
Vignette 1
• Understand different types of motivation
(o.b.v. eerste artikel)
According to Self-Determination Theory (SDT), there are four primary types of motivation
that lie on a continuum from autonomous to controlled regulation:
1. Intrinsic Motivation: This is the most autonomous form of motivation, where
individuals engage in a task for the sheer pleasure and enjoyment it brings. (pleasure
& satisfaction)
2. Identified Motivation: This type of motivation occurs when individuals perform a task
because it aligns with their values and is perceived as important. It is relatively
autonomous as the value of the task is internalized.
3. Introjected Motivation: This is a form of controlled regulation where individuals are
motivated by internal pressures, such as avoiding guilt or proving their worthiness.
4. Extrinsic Motivation: This is the most controlled form of motivation, where
individuals are driven by external rewards (e.g., money, prestige) or the avoidance of
external punishments (e.g., social sanctions).
• These types of motivation can lead to different outcomes in the workplace, with
autonomous regulation (intrinsic and identified motivation) generally leading to more
positive individual and organizational outcomes compared to controlled regulation
(introjected and extrinsic motivation).
• Understand what basic psychological needs are, and how they relate to these different
types of motivation
The basic psychological needs identified by Self-Determination Theory (SDT) are
Autonomy, Competence, and Relatedness. These needs play a crucial role in shaping an
individual's motivation in the workplace:
1. Autonomy: Autonomy refers to the need to have a say in how work is carried out, act
in line with personal values, and feel a sense of choice and control over actions.
When autonomy is satisfied, individuals are more likely to experience intrinsic
motivation, where they engage in tasks for enjoyment and pleasure.
2. Competence: Competence involves feeling effective and capable in tasks, perceiving
work as important, and achieving significant results. When competence needs are
met, individuals are more likely to be intrinsically motivated, driven by a sense of
mastery and accomplishment.
3. Need to belong / Relatedness: Relatedness pertains to the desire for meaningful
relationships in the workplace, feeling connected, supported, and valued by
colleagues and supervisors. When relatedness needs are fulfilled, individuals are
more likely to experience intrinsic motivation, as they feel a sense of belonging and
attachment to others.
• Intrinsic Motivation: Intrinsic motivation is closely tied to the satisfaction of all
three basic psychological needs. When individuals find tasks enjoyable, it indicates
that their autonomy, competence, and relatedness needs are being met, leading to
a self-driven and autonomous form of motivation.
• Identified Motivation: Identified motivation is also linked to the satisfaction of the
basic psychological needs. When individuals perform tasks aligned with their
, values, it suggests that their autonomy, competence, and relatedness needs are
being fulfilled, promoting a more autonomous form of motivation.
• Introjected and Extrinsic Motivation: In contrast, introjected and extrinsic
motivation are less likely to be associated with the satisfaction of the basic
psychological needs. These forms of motivation are more externally driven and may
not lead to the same positive outcomes in terms of well-being and performance as
intrinsic and identified motivation, which are rooted in fulfilling autonomy,
competence, and relatedness needs.
• Understand the role of personality in motivation
Personality plays a crucial role in motivation by influencing how individuals approach tasks,
set goals, and respond to challenges in the workplace. Here are key points regarding the
role of personality in motivation:
1. Initiating Purposeful Goal Strivings: Personality traits serve as the foundation for
initiating purposeful goal strivings. Different traits can drive individuals to pursue
specific goals, impacting their motivation levels and the direction of their efforts.
2. Interacting with Job Characteristics: Personality traits interact with job characteristics
to influence work outcomes and intrinsic motivation levels. For example, individuals
with high levels of conscientiousness may thrive in structured environments that align
with their need for organization and achievement.
3. Link to Motivation: The Big Five personality traits (Openness, Conscientiousness,
Extraversion, Agreeableness, Neuroticism) are linked to motivation in various ways. For
instance, individuals high in extraversion may be motivated by social interactions and
recognition, while those high in conscientiousness may be driven by achievement and
goal attainment.
4. Trait Activation Theory: According to Trait Activation Theory, personality traits
influence how individuals respond to tasks and environments. For example, a person
high in openness to experience may seek out novel and challenging tasks, leading to
increased intrinsic motivation when engaging in such activities.
5. Insights and Employee Engagement: Understanding an individual's personality traits
can provide insights into their motivational preferences, goal-setting behaviors, and
responses to different work environments. This knowledge can help tailor motivational
strategies, enhance employee engagement, and improve overall performance in the
workplace.
• Compare and contrast self determination theory and the theory of purposeful work behavior
Self-Determination Theory (SDT) and the Theory of Purposeful Work Behavior (TPWB) both
offer valuable insights into motivation in the workplace, but they differ in their focus and
approach:
1. Focus:
o SDT emphasizes intrinsic motivation, basic psychological needs (autonomy,
competence, relatedness), and the continuum from autonomous to controlled
regulation.
o TPWB focuses on personality traits, higher-order implicit goals, and job
characteristics as key factors influencing work outcomes.
2. Motivation Types:
o SDT distinguishes between various forms of motivation (intrinsic, identified,
introjected, external regulation) and highlights the importance of autonomous
regulation.
o TPWB emphasizes intrinsic motivation driven by purposeful goal strivings and
the alignment of individual goals with work activities.
Psychology Exam 2
Table of Contents
THEME 5: MOTIVATION, SELF-REGULATION, AND HABIT CHANGE AT WORK .................................... 3
LEARNING GOALS...................................................................................................................................... 3
LECTURE 6A: MOTIVATION AND SELF-REGULATION AT WORK (DR. FRICK) ............................................................. 5
LECTURE 6B SELF0REGULATION & ADAPTATION TO CHANGE (DR. PETROU) ......................................................... 13
MANGENELLI ET AL (2018) SELF-DETERMINATION THEORY CAN HELP YOU GENERATE PERFORMANCE AND WELL-BEING
IN THE WORKPLACE 227-240 ................................................................................................................... 17
BARRICK, MOUNT, LI (2013) THE THEORY OF PURPOSEFUL WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-
ORDER GOALS AND JOB CHARACTERISTICS 132-153 ..................................................................................... 20
JOHNSTON ET AL (2018) WHY DOES WORK CAUSE FATIGUE? A REAL-TIME INVESTIGATION OF FATIGUE, AND
DETERMINANTS OF FATIGUE IN NURSES WORKING 12-HOUR SHIFTS 551-562 ...................................................... 22
KOOPMAN ET AL (2020) MY COWORKERS ARE TREATED MORE FAILRY THAN ME! A SELF-REGULATORY PERSPECTIVE ON
JUSTICE SOCIAL COMPARISONS 857-880 ................................................................................................... 25
SONNENTAG, WEHRT, WEYERS, LAW (2022) CONQUERING UNWANTED HABITS AT THE WORKPLACE: DAY-LEVEL
PROCESSES AND LONGER TERM CHANGE IN HABIT STRENGTH 831-853 .............................................................. 29
THEME 6: JOB CRAFTING AND PROACTIVE CAREER BEHAVIORS ................................................... 33
LEARNING GOALS.................................................................................................................................... 33
LECTURE 7 PROACTIVITY AND DEVIANCE (PROACTIVE WORK BEHAVIOR) PETROU .................................................. 37
ZHANG & PARKER (2018) REORIENTING JOB CRAFTING RESEARCH: A HIERARCHICAL STRUCTURE OF JOB CRAFTING
CONCEPTS AND INTEGRATIVE REVIEW 126-146 ............................................................................................. 42
PETROU ET AL (2012) CRAFTING A JOB ON A DAILY BASIS: CONTEXTUAL CORRELATES AND THE LINK TO WORK
ENGAGEMENT 1120-1141........................................................................................................................ 46
PARKER & WANG (2015) HELPING PEOPLE TO “MAKE THINGS HAPPEN”: A FRAMEWORK FOR PROACTIVITY AT WORK 62-
72 ....................................................................................................................................................... 48
KOEN & PARKER (2020) IN THE EYE OF THE BEHOLDER: HOW PROACTIVE COPING ALTERS PERCEPTIONS OF INSECURITY
385-400 .............................................................................................................................................. 51
LEBEL ET AL (2023) WHAT MAKES YOU PROACTIVE CAN BURN YOU OUT: THE DOWNSIDE OF PROACTIVE SKILL BUILDING
MOTIVATED BY FINANCIAL PRECARITY AND FEAR 1207-1222 ............................................................................ 53
THEME 7: EMOTION REGULATION AND COPING WITH STRESS AT WORK ....................................... 57
LEARNING GOALS.................................................................................................................................... 57
POST DISCUSSION ................................................................................................................................... 63
LECTURE 8: EMOTION REGULATION AND COPING WITH STRESS AT WORK.............................................................. 67
ZHANG ET AL (2019)” PROMOTION- AND PREVENTION-FOCUSED COPING: A META-ANALYTIC EXAMINATION OF
REGULATORY STRATEGIES IN THE WORK STRESS PROCESS 1296-1323 ................................................................ 76
CASPER & SONNENTAG (2019): FEELING EXHAUSTED OR VIGOROUS IN ANTICIPATION OF HIGH WORKLOAD? THE ROLE OF
WORRY AND PLANNING DURING THE EVENING 215-242 .................................................................................. 79
SCHEIBE & MOGHIMI (2021) AGE AND CONTEXT EFFECTS IN DAILY EMOTION REGULATION AND WELL-BEING AT WORK 31-
45 ....................................................................................................................................................... 81
GRANDEY & SAYRE (2019) EMOTIONAL LABOR: REGULATING EMOTIONS FOR A WAGE 131-137 .............................. 83
, VASQUEZ, NIVEN, MADRID (2020): LEADER INTERPERSONAL EMOTION REGULATION AND FOLLOWER PERFORMANCE
97-101 ................................................................................................................................................ 87
VASQUEZ, MADRID, NIVEN (2021) LEADER INTERPERSONAL EMOTION REGULATION MOTIVES, GROUP LEADER-MEMBER
EXCHANGE, AND LEADER EFFECTIVENESS IN WORK GROUPS 1168-1185 ............................................................ 88
THEME 8: WORK-LIFE BALANCE .................................................................................................. 92
UNGER ET AL (2022) BOUNDARIES FOR CAREER SUCCESS? HOW WORK-HOME INTEGRATION AND PERCEIVED
SUPERVISOR EXPECTATION AFFECT CAREERS 144-164 .................................................................................. 108
SHIMAZU ET AL (2020): WORKAHOLISM, WORK ENGAGEMENT AND CHILD WELL-BEING: A TEST OF THE SPILLOVER-
CROSSOVER MODEL 6213-6229 ............................................................................................................. 112
STEINER, HIRSCHI, WANG (2023) CROSSOVER EFFECTS OF PARENT WORK-TO-FAMILY EXPERIENCES ON CHILD WORK
CENTRALITY: A MODERATED MEDIATION MODEL 934-953 .............................................................................. 115
MEIER, CHO (2019) WORK STRESSORS AND PARTNER SOCIAL UNDERMINING: COMPARING NEGATIVE AFFECT AND
PSYCHOLOGICAL DETACHMENT AS MECHANISMS 359-372 ............................................................................ 117
AARNTZEN ET AL (2019) WORK-FAMILY GUILT AS A STRAIGHTJACKET 1-15 ......................................................... 119
STERTZ, HORVATH, WIESE (2020) WHAT INFLUENCES FATHERS’ DAILY WORK-RELATED WORRIES DURING PARENTAL
LEAVE? 1-15 ........................................................................................................................................ 122
,Theme 5: Motivation, Self-regulation, And Habit Change at
Work
Learning goals
Vignette 1
• Understand different types of motivation
(o.b.v. eerste artikel)
According to Self-Determination Theory (SDT), there are four primary types of motivation
that lie on a continuum from autonomous to controlled regulation:
1. Intrinsic Motivation: This is the most autonomous form of motivation, where
individuals engage in a task for the sheer pleasure and enjoyment it brings. (pleasure
& satisfaction)
2. Identified Motivation: This type of motivation occurs when individuals perform a task
because it aligns with their values and is perceived as important. It is relatively
autonomous as the value of the task is internalized.
3. Introjected Motivation: This is a form of controlled regulation where individuals are
motivated by internal pressures, such as avoiding guilt or proving their worthiness.
4. Extrinsic Motivation: This is the most controlled form of motivation, where
individuals are driven by external rewards (e.g., money, prestige) or the avoidance of
external punishments (e.g., social sanctions).
• These types of motivation can lead to different outcomes in the workplace, with
autonomous regulation (intrinsic and identified motivation) generally leading to more
positive individual and organizational outcomes compared to controlled regulation
(introjected and extrinsic motivation).
• Understand what basic psychological needs are, and how they relate to these different
types of motivation
The basic psychological needs identified by Self-Determination Theory (SDT) are
Autonomy, Competence, and Relatedness. These needs play a crucial role in shaping an
individual's motivation in the workplace:
1. Autonomy: Autonomy refers to the need to have a say in how work is carried out, act
in line with personal values, and feel a sense of choice and control over actions.
When autonomy is satisfied, individuals are more likely to experience intrinsic
motivation, where they engage in tasks for enjoyment and pleasure.
2. Competence: Competence involves feeling effective and capable in tasks, perceiving
work as important, and achieving significant results. When competence needs are
met, individuals are more likely to be intrinsically motivated, driven by a sense of
mastery and accomplishment.
3. Need to belong / Relatedness: Relatedness pertains to the desire for meaningful
relationships in the workplace, feeling connected, supported, and valued by
colleagues and supervisors. When relatedness needs are fulfilled, individuals are
more likely to experience intrinsic motivation, as they feel a sense of belonging and
attachment to others.
• Intrinsic Motivation: Intrinsic motivation is closely tied to the satisfaction of all
three basic psychological needs. When individuals find tasks enjoyable, it indicates
that their autonomy, competence, and relatedness needs are being met, leading to
a self-driven and autonomous form of motivation.
• Identified Motivation: Identified motivation is also linked to the satisfaction of the
basic psychological needs. When individuals perform tasks aligned with their
, values, it suggests that their autonomy, competence, and relatedness needs are
being fulfilled, promoting a more autonomous form of motivation.
• Introjected and Extrinsic Motivation: In contrast, introjected and extrinsic
motivation are less likely to be associated with the satisfaction of the basic
psychological needs. These forms of motivation are more externally driven and may
not lead to the same positive outcomes in terms of well-being and performance as
intrinsic and identified motivation, which are rooted in fulfilling autonomy,
competence, and relatedness needs.
• Understand the role of personality in motivation
Personality plays a crucial role in motivation by influencing how individuals approach tasks,
set goals, and respond to challenges in the workplace. Here are key points regarding the
role of personality in motivation:
1. Initiating Purposeful Goal Strivings: Personality traits serve as the foundation for
initiating purposeful goal strivings. Different traits can drive individuals to pursue
specific goals, impacting their motivation levels and the direction of their efforts.
2. Interacting with Job Characteristics: Personality traits interact with job characteristics
to influence work outcomes and intrinsic motivation levels. For example, individuals
with high levels of conscientiousness may thrive in structured environments that align
with their need for organization and achievement.
3. Link to Motivation: The Big Five personality traits (Openness, Conscientiousness,
Extraversion, Agreeableness, Neuroticism) are linked to motivation in various ways. For
instance, individuals high in extraversion may be motivated by social interactions and
recognition, while those high in conscientiousness may be driven by achievement and
goal attainment.
4. Trait Activation Theory: According to Trait Activation Theory, personality traits
influence how individuals respond to tasks and environments. For example, a person
high in openness to experience may seek out novel and challenging tasks, leading to
increased intrinsic motivation when engaging in such activities.
5. Insights and Employee Engagement: Understanding an individual's personality traits
can provide insights into their motivational preferences, goal-setting behaviors, and
responses to different work environments. This knowledge can help tailor motivational
strategies, enhance employee engagement, and improve overall performance in the
workplace.
• Compare and contrast self determination theory and the theory of purposeful work behavior
Self-Determination Theory (SDT) and the Theory of Purposeful Work Behavior (TPWB) both
offer valuable insights into motivation in the workplace, but they differ in their focus and
approach:
1. Focus:
o SDT emphasizes intrinsic motivation, basic psychological needs (autonomy,
competence, relatedness), and the continuum from autonomous to controlled
regulation.
o TPWB focuses on personality traits, higher-order implicit goals, and job
characteristics as key factors influencing work outcomes.
2. Motivation Types:
o SDT distinguishes between various forms of motivation (intrinsic, identified,
introjected, external regulation) and highlights the importance of autonomous
regulation.
o TPWB emphasizes intrinsic motivation driven by purposeful goal strivings and
the alignment of individual goals with work activities.
