engleski

The relationship between life goals and life satisfaction: the role of basic psychological needs and optimal experience

The aim of this study was to examine the relationship between life goals, psychological needs as defined by Self determination theory, flow at work and life satisfaction. Specifically, we tested the hypothesis predicted by Self determination theory and flow theory, that the satisfaction of basic psychological needs at work (autonomy, competence and relatedness) and the flow at work serve as serial mediators in the relationship between intrinsic life goals and life satisfaction. The sample included 480 primary school female teachers from different regions of Croatia. Three questionnaires were administered: Aspiration Index (Kasser & Ryan, 1996) measuring intrinsic and extrinsic life aspirations, Work Related Basic Need Satisfaction Scale (Van den Broeck et al., 2010) measuring the needs for competence, autonomy and relatedness, Work- related Flow inventory (WOLF, Bakker, 2008) and The satisfaction with life scale (Diener et al., 1985).Structural equation modelling was used to test the proposed model. Parameters of the model supported the positive effect of intrinsic life goals on life satisfaction while there was no significant effect of extrinsic goals on life satisfaction. In addition to that intrinsic goals were positively linked to the needs of competence and relatedness, but not autonomy. Opposite was found for extrinsic goals which were negatively related to autonomy and not related to competence and relatedness. All three basic psychological needs were positively associated with flow. Mediation analyses with bootstrapping method revealed that the need for competence and need for relatedness, but not need for autonomy, mediate relationship between intrinsic life goals and life satisfaction when one need is set as first mediator and flow is set as second. This research unifies Self-determination theory (Deci & Ryan, 1985) and flow concept (Csikszentmihalyi, 1975). It shows that teachers’ life goals or values are related to how much they feel competent and related to their colleagues and enjoy their job and life in general, and that fulfilling the needs is especially important for experiencing flow at work, which in turn promote well-being. Given that students do not learn from the teacher only cognitive knowledge or skills but also emotions, attitudes and values, it is important that teachers know which life goals are beneficial and which detrimental for their well-being. The other practical implication concerns the in-service improvement of teacher’s competence in order to facilitate flow at work (and well-being).

teachers' life satisfaction; life aspirations; self-determination theory; flow

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