Autonomy, Culture, and Well-Being: The Benefits of Inclusive Autonomy
In an attempt to understand cultural variation in motivation, we distinguished between the type of motivation (ranging from controlled to autonomous, as conventionally measured) and the subject of motivation (I vs. my family and I), creating measures of individual and inclusive academic motivation. Support was found for three hypotheses. First, Chinese Canadian and Singaporean students felt less relative autonomy than European Canadian students, on both the inclusive and individual measures. Second, individual relative autonomy was associated with psychological well-being (WB) for European Canadians and Chinese Canadians (Study 1), and Singaporeans (Study 2). Third, inclusive relative autonomy was associated with psychological well-being for Chinese Canadians and Singaporeans, but not European Canadians. Exploratory analyses are also presented, and implications for the theory and measurement of autonomy are discussed.
Human Resources Management | Organizational Behavior and Theory
Organisational Behaviour and Human Resources
Journal of Research in Personality
Rudy, D.; Sheldon, K.M.; Awong, T.; and TAN, Hwee Hoon.
Autonomy, Culture, and Well-Being: The Benefits of Inclusive Autonomy. (2007). Journal of Research in Personality. 41, (5), 983-1007. Research Collection Lee Kong Chian School Of Business.
Available at: http://ink.library.smu.edu.sg/lkcsb_research/702