Table 2.

Coding table of the study data.

Node	Subnode	Number of data sources	Number of reference points	Coding example
Organizational factors of basic psychological need frustration	Negative job characteristics coexist with high levels of autonomy and frustration	8	23	I really do not understand why students feel that counselors are online at work 24 h a day; that there are no time boundaries for their work; that they are required to have their cell phones on 24 h a day; and that there is no department on campus that does not call on a counselor for anything that has to do with students.
	Adverse career environments coexist with high levels of competence frustration	8	20	Identity is becoming blurred: are we lecturers, are we administrators, are we “service providers” responding to the needs of our students at all times, or are we the link between parents and the school? Why is it that we are the busiest and least understood group of people in higher education, hardly experiencing a sense of fulfillment?
	Negative behaviors of others accompany severe relationship frustration	8	16	Now the teacher–student relationship: when you need to be a teacher, [you] do not need to be a waiter, nanny or a stranger, it is difficult to remember yourself after graduation. The college leadership is angry that I do not reflect deeply, did not pay attention to this matter from an ideological point of view, so I will take the lead in the General Assembly to accept self-criticism; anything can be blamed on me. When I encountered such a leader, [I’ve been] really speechless since he took office; there has been no praise, all criticism.
The results of primary psychological need frustration	Change in motivational orientation: from uncontrolled motivation to controlled motivation	7	13	Working around appraisal indicators every day feels tiring and helpless. If you do not consider the appraisal targets in your work, not only will you be rejected by your colleagues, but your leaders will also keep an eye on you every day and always remind you to pay attention to your work duties.
	Change in work objectives: from intrinsic objectives to extrinsic objectives	6	12	Many colleagues who joined the school in the same year have long held a senior title, [while] I am still [holding an] intermediate title. I hope that my title can go up a step, with a higher salary per month, and that the low position of the school will also be raised a little.
	Behavioral pattern change: from proactive to reactive	8	17	We are also just the school to complete the work task of the tool people. Many people cannot do the main work, or in the work [there] can only be passive implementation of the instruction; there is no way to address the status quo of such a job. [One] can only try to minimize the emotional investment, isolate their inner real ideas, and maintain a certain psychological distance from the surrounding environment to reduce the internal psychological friction.
	Causally oriented change: from an autonomous style to a controlling style	6	10	Work has led me to experience a variety of things; my own mentality and character have changed a lot, and currently is in the state of no on, no go. Now work on one, according to the relevant provisions of the school and leadership requirements, according to the rules.