The role of supervisor autonomy support, organizational support, and autonomous and controlled motivation in predicting employees' satisfaction and turnover intentions

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Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, unknown): “Further evidence of validity has also been provided in other studies (e.g., De Cooman et al, 2013; Gillet et al., 2013).”
Workplace Well-Being: The Role of Job Crafting and Autonomy Support (2015, background): “In the work context, employees who have supervisors with an autonomy supportive style report higher levels of satisfaction at work and better psychological health (Gillet et al. 2013; Moreau and Mageau 2012), perform better (Baard et al.”
Basic psychological need satisfaction, need frustration, and need strength across four cultures (2015, background): “2012), work (Gillet et al. 2013), and eating behaviors (Verstuyf et al.”
Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation (2017, background): “…also explain why few published studies using the AMS include all motivation subscales in predictive models, rather relying on a single RAI score (e.g., Litalien et al., 2013; Ricard & Pelletier, 2016) or two higher-order factors of autonomous and controlled motivations (e.g., Gillet et al., 2013).”