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Crafting is the intentional and proactive behavioural or cognitive changes people make to satisfy their psychological needs. This can take place across life domains, including at work, at home, and in broader life goals, though little research exists comprehensively integrating the different crafting types. Psychological needs are one way that these various crafting types are related. Therefore, we conducted a scoping review of the literature on crafting and the satisfaction of autonomy, competence, relatedness, and meaning in life to better understand how these psychological needs relate to or impact the crafting process. We systematically searched four databases and found 134 papers that met the inclusion criteria. We found that autonomy and meaning in life were two psychological needs that were frequently related to the process of crafting and that competence and relatedness were important but less researched. The satisfaction of psychological needs were often an outcome of crafting, though only job crafting consistently measured psychological needs as the antecedent to crafting. We conclude with recommendations for future research and questions to be addressed. This review may be useful for future basic and applied crafting research by better understanding how specific psychological needs relate to the process of crafting and how individuals may proactively shape their needs. [ABSTRACT FROM AUTHOR]

Teacher wellbeing has received widespread and increasing global attention over the last decade due to high teacher turnover, growing teacher shortages, and the goal of improving the quality of teaching and student performance. No review has yet sought to undertake a cumulative quantitative assessment of the literature pertaining to teacher wellbeing. Using meta-analysis, we address this gap by systematically examining the relative strength of key antecedents, consequences, and correlates of teacher wellbeing, using the Job Demands-Resources theory as a guide to positioning factors in the nomological network. Following PRISMA guidelines, our systematic search yielded 173 eligible studies for inclusion (N = 89,876). Results showed that hope, autonomous motivation, psychological capital and job competencies were the top four strongest positive predictors of overall wellbeing, whereas neuroticism and disengagement coping were the top two strongest negative predictors. Occupational commitment was the strongest positive consequence of overall wellbeing, and turnover intentions were the strongest negative consequence. Burnout and work engagement were the strongest correlates of overall wellbeing. We also found that some effects were moderated by factors such as whether teachers were in-service or pre-service, and the educational setting (e.g., K-12, initial teacher education). Our review provides a useful empirical resource that may help guide practice in terms of how teachers, school leaders, and policy makers can support teacher wellbeing. [ABSTRACT FROM AUTHOR]

Objectives: Many athletes seek to embody a mindful state when competing. However, amidst competitive pressures and demands to perform at their best, athletes report similar or even higher levels of psychological distress than community norms. Despite the widespread use of mindfulness as a sport performance strategy, few studies have examined the mechanisms behind mindfulness, and the role egoic fixation plays, in athlete well-being. The current study aimed to explore the role of mindfulness and nonattachment-to-self (NTS) in athlete well-being and self-actualization. Methods: An online survey was administered to 223 athletes (53.8% men), predominantly from Australia and New Zealand. Two-thirds of the sample were elite athletes. We used structural equation modeling to test a hypothesized model whereby NTS mediates the relationship between mindfulness and both well-being and self-actualization. We also tested an alternative model that positioned mindfulness as the mediator between NTS as the predictor, and well-being and self-actualisation as outcomes. Results: Both models exhibited similar fit to the data, although the alternative model displayed slightly better fit than the hypothesized model. Partial mediation was found for the hypothesized and alternative models, highlighting both as plausible pathways. Interestingly, NTS was found to exhibit a stronger effect on well-being and self-actualization than mindfulness, suggesting it may play a central role in athlete well-being. Conclusion: The findings highlight the need for researchers to consider mindfulness and NTS in tandem, acknowledging the role that egoic fixation plays in athlete mental health—especially when designing mindful-based interventions for athletes. [ABSTRACT FROM AUTHOR]

Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome emotions). Recent evidence suggests that achievement emotions are linked to motivational, self-regulatory, and cognitive processes that are crucial for academic success. Despite the importance of these emotions, syntheses of empirical findings investigating their relation with student achievement are scarce. We broadly review the literature on achievement emotions with a focus on activity-related emotions including enjoyment, anger, frustration, and boredom, and their links to educational outcomes with two specific aims: to aggregate all studies and determine how strongly related those emotions are to academic performance, and to examine moderators of those effects. A meta-analytical review was conducted using a systematic database of 68 studies. The 68 studies included 57 independent samples for enjoyment (N = 31,868), 25 for anger (N = 11,153), 9 for frustration (N = 1418), and 66 for boredom (N = 28,410). Results indicated a positive relation between enjoyment of learning and academic performance (ρ =.27), whereas the relations were negative for both anger (ρ = −.35) and boredom (ρ = −.25). For frustration, the relation with performance was near zero (ρ = −.02). Moderator tests revealed that relations of activity emotions with academic performance are stronger when (a) students are in secondary school compared with both primary school and college, and (b) the emotions are measured by the Achievement Emotions Questionnaires – Mathematics (AEQ-M). Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Building on the dualistic model of passion Vallerand (The psychology of passion: A dualistic model. Oxford University Press, New York, 2015), we examined a hypothesized model whereby harmonious and obsessive passion mediate the relationships of job crafting and leader autonomy support with work engagement and burnout in both Australian and Chinese work samples. Compared with four alternative models, our results supported the hypothesized model as the best fitting model in both samples, showing cross-sample invariance of factor loadings and regression paths. Across both samples, job crafting and leader autonomy support positively predicted harmonious passion, yet exhibited disparate relations with obsessive passion. Both forms of passion positively predicted work engagement, yet only obsessive passion positively predicted burnout. Findings are consistent with the notion that job crafting is an approach that employees use to internalize harmonious and obsessive passions into work identities, which have corresponding and disparate impacts on work engagement and burnout across cultures. [ABSTRACT FROM AUTHOR]

Introversion–extraversion is a particularly salient personality trait, whereby "extraverts" are known to be more outgoing, bold, assertive, active, and cheerful than "introverts". These extraverted attributes are socially desirable in individualistic Western cultures, and some evidence suggests that extraverts experience better person-environment fit and greater well-being than introverts in these cultures. However, what remains unclear is how living in a context that values and emphasises extraversion may impact upon the well-being of introverts, and how introverts might improve their well-being. This study aimed to explore this question via a moderated mediation model. Adult participants in Australia (N = 349) completed scales of trait introversion–extraversion, dispositional authenticity, and well-being. The extent to which participants wanted to be more extraverted than they were currently—labelled an extraversion-deficit belief—was also measured. Participants overwhelmingly indicated that they lived in a society where extraversion was more socially desirable than introversion, and most participants held extraversion-deficit beliefs. Moderated mediation analysis showed that higher trait introversion–extraversion predicted well-being directly as well as indirectly via dispositional authenticity, but this indirect pathway depended on extraversion-deficit beliefs. Extraversion-deficit beliefs were more important for the authenticity and well-being of introverts than for extraverts. Overall, we interpret our findings to mean that introverts in the West might be more authentic, and hence boost their overall well-being, if they can change their beliefs to become more accepting of their introversion. [ABSTRACT FROM AUTHOR]

Leader autonomy support (LAS) refers to a cluster of supervisory behaviors that are theorized to facilitate self-determined motivation in employees, potentially enabling well-being and performance. We report the results of a meta-analysis of perceived LAS in work settings, drawing from a database of 754 correlations across 72 studies (83 unique samples, N = 32,870). Results showed LAS correlated strongly and positively with autonomous work motivation, and was unrelated to controlled work motivation. Correlations became increasingly positive with the more internalized forms of work motivation described by self-determination theory. LAS was positively associated with basic needs, well-being, and positive work behaviors, and was negatively associated with distress. Correlations were not moderated by the source of LAS, country of the sample, publication status, or the operationalization of autonomy support. In addition, a meta-analytic path analysis supported motivational processes that underlie LAS and its consequences in workplaces. Overall, our findings lend support for autonomy support as a leadership approach that is consistent with self-determination and optimal functioning in work settings. [ABSTRACT FROM AUTHOR]