员工道德认同与任务绩效：基于人际交换关系视角

区别于道德决策理论对道德认同影响个体行为的解释,本研究基于人际交换关系视角,探究领导-部属交换和团队-同事交换在道德认同影响任务绩效过程中的中介作用,并考察员工自我效能在以上关系中的调节作用。通过对343名企业员工开展两轮问卷调查,统计分析结果表明：（1）领导部属交换和团队-同事交换在道德认同与任务绩效之间起部分中介作用;（2）自我效能显著调节了领导-部属交换/团队-同事交换与任务绩效的关系;（3）自我效能显著调节了领导-部属交换/团队-同事交换在道德认同与任务绩效之间的中介作用。     

Effects of cooperative learning on Chinese students performing a formal table setting for American style service

This study examined the effectiveness and self-efficacy of employees following a training session employing a cooperative learning (CL) model with Chinese students hired as foodservice employees for university dining services. More specifically, the study examined the effect of such a learning technique on potential foodservice employees’ accuracy, speed, and perceived self-efficacy when performing a foodservice task of table setting, as well as on their level of satisfaction with the overall training. It was found that speed and accuracy did improve significantly with the cooperative learning technique. Additional measures indicated higher perceptions of both self-efficacy and quality of the learning environment. The findings could have implications for how workers from Chinese cultures are trained in the North American hospitality sector.     

Market Volatility and Financial Satisfaction: The Role of Financial Self-Efficacy

This study investigates the role of financial self-efficacy (FSE) in moderating the relationship between market volatility and financial satisfaction within a sample of 3,405 adults 50 years old and over from the Health and Retirement Study. Results revealed that market volatility had no statistically significant effect with financial satisfaction for those with moderate or high FSE, but market volatility did have a negative effect for those with low FSE. Results suggest that FSE is an important predictor of financial satisfaction amidst market volatility and should be considered when establishing an appropriate asset allocation for client portfolios.     

支持性人力资源管理与员工工作幸福感——基于中介机制的实证研究

虽然众多学者认为支持性人力资源管理对员工的工作幸福具有积极影响,但是相关影响机理尚需揭示。本研究基于71家企业347名员工的配对调查数据,揭示了支持性人力资源管理对集体工作幸福感、个体工作幸福感的影响机制及差异性。多层次分析结果表明:支持性人力资源管理对集体工作幸福感、个体工作幸福感有显著的正向影响;支持性人力资源管理通过组织主人翁氛围的部分中介影响集体工作幸福感,通过组织认同和自我效能感的完全中介影响个体工作幸福感。本研究的结论不但拓宽了旨在提升员工工作幸福的企业人力资源管理思路,而且为企业塑造幸福型组织提供了理论依据。     

The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students’ Perceptions of Cheating

College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student’s negative view of the value and importance of intellectual pursuits and critical thinking. Academic self-efficacy refers to a student’s belief in one’s ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy were least likely to perceive college cheating as unethical. Considering that college cheating has been found as a predictor of workplace cheating, the results urge business instructors to reduce anti-intellectualism among students and to encourage them to put forth their best efforts. The results also serve employers by focusing attention on these two psychological variables during the hiring and promotion processes.

平台型领导: 多维度结构、测量与创新行为影响验证

在高度复杂的市场竞争环境中,组织对员工主动性行为的需求显著提高,而平台型领导以其“包容”“魅力”和“变革”的特质,能够有效激发员工主动性行为。文章基于主动动机模型,探讨平台型领导对员工主动性行为的作用机理,并进一步分析了工作繁荣的中介作用和角色宽度自我效能感的调节作用。结果表明：平台型领导正向影响员工主动性行为,工作繁荣在此过程中起中介作用;角色宽度自我效能感负向调节平台型领导对工作繁荣的正向作用,并正向调节工作繁荣对员工主动性行为的正向作用。

     

Achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy,Anxiety, and Achievement

Abstract

Students’ goal orientations are examined using two major frameworks for learning: achievement goal theory (AGT) and students’ approaches to learning (SAL). Previous student success research is extended, by examining goal constructs from the AGT framework to determine if they help explain the learning process in accounting. Data were gathered using an established instrument and used to examine how mastery and performance goals are related to students’ academic expectations, achievement, self-efficacy, and test anxiety. Cluster analysis was used to identify four motivation groupings (multiple-goal, mastery, performance, and low motivation). Pairwise comparisons of groups, for expected grades, self-efficacy, anxiety, final exam grade, and course grade, identified differences among some of the clusters. Results suggest that a combination of mastery and performance goal motivations, rather than a singular perspective, may provide better outcomes related to course grades, while reducing dysfunctional outcomes. Based on the results, suggestions are provided to help instructors influence student success.     

The Sheldon effect: fixed mindset does not always mean fragile confidence

ABSTRACT

More than just intelligence is needed to learn accounting. We see from prior work that the non-cognitive aspects of learning can influence the experience for accounting students. We investigate by survey both self-efficacy beliefs [Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215] and mindset [Dweck, C. (2006). Mindset: The new psychology of success. Random House] relative to academic performance of accounting students in a first year university course. Analysis of the data shows that mindset is not a predictor of academic success, whereas self-efficacy beliefs have explanatory power. Dweck [2000. Self-theories: Their role in motivation, personality, and development. Psychology Press; 2006. Mindset: The new psychology of success. Random House] claims that students with a fixed mindset also will have fragile confidence. By measuring both self-efficacy beliefs and mindset together, we provide evidence that this may in fact not be the case. Students can have a fixed mindset and high confidence towards learning accounting.     

Leader creativity expectations motivate employee creativity: a moderated mediation examination

This study presents a moderated mediation model of leader creativity expectations to investigate the effects of leader creativity expectations on employee creativity. Using matched data from 255 employees and their supervisors in the R&D center of an automotive company in China, we found that creative self-efficacy mediated the positive relationship between leader creativity expectations and employee creativity. By integrating social cognitive theory and the interactionist perspective, we further identified job involvement and job autonomy as personal and situational moderators in the relationship between leader creativity expectations and employee creative self-efficacy. As the level of job involvement and job autonomy rose, the relationship between leader creativity expectations and employee creative self-efficacy was stronger. Furthermore, we also found job involvement served as a moderator in the mediational chain for the path from leader creativity expectations to employee creativity via creative self-efficacy. We discuss the theoretical contributions and practical implications for human resource management.     

Leading public service organizations: how to obtain high employee self-efficacy and organizational performance

Concerns are sometimes raised that transactional leadership harms public organizations’ performance because demands thwart employees’ self-efficacy. However, the opposite may be argued – conditional rewards strengthen feelings of competence because they provide positive feedback on performance. We study ninety-two high school principals’ reported use of contingent rewards and sanctions and self-efficacy among their 1,932 teachers. The results indicate that contingent rewards strengthen self-efficacy, and that sanctions are not negatively related with self-efficacy or performance. Furthermore, the teachers’ self-efficacy can be linked positively to organizational performance. This suggests that rewards can be an important tool for managers in the public sector.