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The purpose of this study is to investigate the relationship between inclusive leadership (IL), psychological safety (PS), affective commitment (AC) and organizational citizenship behavior (OCB) at the workplace. By understanding the sequential linkages, the research aims to provide insights for fostering a positive organizational culture that promotes employee commitment and employees’ willingness to go the extra mile for the organization.

The authors study how IL and OCB are related through PS and AC. For this purpose, cross-sectional data from 384 nursing professionals in India was collected and structural equation modeling was conducted on the same using IBM AMOS.

The study found that IL has a major impact on OCB. The study further found that perceived IL leads to PS which is associated with OCB through AC.

The study has many theoretical and practical implications. This study uses a framework that is based on Affective events theory. In a health-care environment, IL can foster AC by promoting a culture of respect, collaboration and value for diverse perspectives, which enhances health-care professionals’ emotional attachment to their work and the organization. Additionally, by encouraging open communication and a sense of belonging, IL contributes to OCB, as health-care staff are more likely to engage in discretionary behaviors that support the overall effectiveness and positive functioning of the health-care team if PS is improved, ultimately improving patient care outcomes.

To the best of the authors’ knowledge, this is one of the primary studies that looks into the sequential mechanism through which IL impacts OCB.

The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.

To develop scale, a multi-stage scale development procedure was adopted. The comprehensive WIL scale was developed and validated in four phases. The first phase involved reviewing literature, content and face validity through experts. In the later stages, through survey method, the construct validity was tested with the application of the exploratory factor analysis and principal component analysis. The scale reliability further calculated through Cronbach’s alpha internal reliability coefficient. The SPSS was used to test and validate the designed scale.

A multi-dimensional, reliable 62-item scale classified into eight factors was developed. Results indicate that the designed scale achieved internal, face, content, construct validity and reliability. The refined scale has the potential to be used in similar context, however, can be modified for diverse contexts and situations.

To the best of authors’ knowledge, this is the first validated scale of WIL based on the i-skills model. Looking at the prior developed scales, this tool is unique in nature to focus on the skills of administrative staff.

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

The purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB).

In total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis.

The results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs.

Like many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities.

The integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia.

As none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

Despite the critical contribution of serial backers in advancing crowdfunding volumes, few studies have addressed the phenomenon of serial backing. Research on the motivations of backers suggests that cognitive antecedents influence pledging in crowdfunding projects according to the theory of planned behavior. However, intrinsic factors associated with different dimensions of well-being may also explain crowdfunding support. This study seeks to advance the understanding of drivers of serial backing by combining the theory of planned behavior and the theory of well-being.

The study draws on survey data from 336 serial backers, complemented by objective data on the number of campaigns and amounts invested by backers from Headstart, the largest crowdfunding platform in Israel. The research model is tested using structural equation modeling.

The findings indicate that the well-being of serial backers mediates the impact of attitude, subjective norms and social norms on their loyalty. However, while loyalty can be explained by elements of both theories, it does not translate into actual serial backing behavior.

This study is the first to systematically explore serial backers' motivations in crowdfunding and the influence of these motivations on their actual behavior. It combines two previously separate theories, the theory of planned behavior and the theory of well-being.

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.

The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.

The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.

The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.

This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.

This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

The purpose of this paper is to develop and propose an espoused model of women's entrepreneurship (EMWE) and test its predictive power on women's entrepreneurial intentions. Also, the authors examine the moderating role of entrepreneurial self-efficacy, given its dynamic nature that can be influenced by training.

Data was collected from 303 female students from undergraduate/postgraduate programs in reputed Indian higher education institutions using a self-administered questionnaire.

The study confirmed that all four factors – perceived entrepreneurial potential, perceived relational support, perceived educational support and perceived structural support – were positively related to the women’s entrepreneurial intentions. Simultaneously, results confirmed the moderating effect of entrepreneurial self-efficacy.

The study presents that more women may be inclined towards adopting entrepreneurship as their career based on their potential and self-efficacy if adequate educational, relational and structural support was provided.

Existing studies in entrepreneurship have focused primarily on men. This work fills this gap and not only proposes but empirically examines the EMWE in the Indian context. It also provides evidence of a significant impact of perceived entrepreneurial potential and perceived relational support on women’s entrepreneurial intentions and posits the role of entrepreneurial self-efficacy as an important moderator, unlike past studies.

This study aims to examine the zakat al-mustaghallat acceptance index (ZAMAi) through the examination of its predictors identified in this work, including attitude, social influence, self-efficacy, amount of information and Islamic altruism, at best.

Drawing from the attitude-social influence-self efficacy model, this study evaluated the effects of these factors on ZAMAi using an empirical investigation surveying 184 respondents who were identified as the owners of residential properties in Malaysia.

In the core model, this study found significant outcomes for the effects of attitude, social influence, self-efficacy, amount of information and Islamic altruism, along with the demographic items tested. For post hoc analysis, this study found two significant outcomes drawn from the role of attitude as a mediating variable in this study.

The results obtained from this study should be used with caution owing to its limited applicability and the constraints of subjects and variables in the framework developed.

The results obtained can become a yardstick to gauge the success of zakat al-mustaghallat acceptance in Malaysia.

This study introduced new measures of ZAMAi, where Malaysian landlords are brought into play.

The proliferation of health misinformation on social media has increasingly engaged scholarly interest. This research examines the determinants influencing users’ proactive correction of health misinformation, a crucial strategy in combatting health misbeliefs. Grounded in the elaboration likelihood model (ELM), this research investigates how factors including issue involvement, information literacy and active social media use impact health misinformation recognition and intention to correct it.

A total of 413 social media users finished a national online questionnaire. SPSS 26.0, AMOS 21.0 and PROCESS Macro 4.1 were used to address the research hypotheses and questions.

Results indicated that issue involvement and information literacy both contribute to health misinformation correction intention (HMCI), while misinformation recognition acts as a mediator between information literacy and HMCI. Moreover, active social media use moderated the influence of information literacy on HMCI.

This study not only extends the ELM into the research domain of correcting health misinformation on social media but also enriches the perspective of individual fact-checking intention research by incorporating dimensions of users’ motivation, capability and behavioral patterns.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2023-0505

This study endeavors to decode the propensity for entrepreneurial action by addressing the perceptions of feasibility and desirability stemming from entrepreneurs' and non-entrepreneurs’ appraisal of holding marketing capabilities; complemented by the direct and indirect effects of market stakeholders' support, assessed as bridging or buffering the entrepreneurial action.

Three groups were formed from a random sample of 1,957 Canadian (from Quebec) respondents to an online questionnaire: non-entrepreneurs with low entrepreneurial intentions, non-entrepreneurs with high entrepreneurial intentions and entrepreneurs with high entrepreneurial intentions.

The analyses revealed salient effects of perceptions of feasibility and desirability, coupled with appraisals of possessing marketing capabilities, on entrepreneurial propensity; and their strengthened relations when obtaining stakeholders' support. Overall, the results suggest that perceived market feasibility and market desirability are prominent factors in differentiating between entrepreneurial and non-entrepreneurial action, and the type and function of stakeholders' support are prominent in differentiating between intentions.

Practical implications include facilitating the transmission of marketing knowledge to novice entrepreneurs through higher education and the ecosystem.

The authors show that perceptions of feasibility and desirability are particularly dependent on the entrepreneur's perceived marketing capabilities and perceptions of entrepreneurial ecosystem supportiveness. This study thus captures a fuller range of the intentions–action relationship by gauging the unidimensional approach to entrepreneurial action through intertwining attributes at the individual and market levels. It takes a new look at feasibility and desirability through marketing capabilities; and offers a more robust classification of stakeholders' support—institution/people, bridging/buffering. Practical implications include facilitating the transmission of marketing knowledge to novice entrepreneurs through higher education and the ecosystem.