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University lecturers’ adaptability: Examining links with perceived autonomy support, organisational commitment, and psychological wellbeing

Holliman, A; Keen, A; Waldeck, D; (2020) University lecturers’ adaptability: Examining links with perceived autonomy support, organisational commitment, and psychological wellbeing. Teaching Education 10.1080/10476210.2020.1803822. (In press). Green open access

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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.

Type: Article
Title: University lecturers’ adaptability: Examining links with perceived autonomy support, organisational commitment, and psychological wellbeing
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/10476210.2020.1803822
Publisher version: https://doi.org/10.1080/10476210.2020.1803822
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
Keywords: Adaptability, autonomy support, commitment, wellbeing, university lecturers, job demands-resources model
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10106316
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