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The effect of playfulness climate on employees in firms has been the subject of an increasing number of studies in recent years. Given the growing number of businesses that have incorporated playfulness into their operations, it is possible to enhance the task performance and innovative performance of the younger generation of workers by rationally managing playfulness, particularly when it comes to that aspect of the workplace. Based on the conservation of resources theory, this study aims to investigate how the playfulness climate in organizations influences the change self-efficacy of the millennial workers and how to enhance their task performance and innovation performance.

The authors used a quantitative approach to test the relationship between the hypotheses. The survey population for this study consisted of the millennial workers in the computer sector who are involved in research and development in China. Hierarchical regression analysis was used to test the built mediation model empirically over the course of the study's three rounds of data collection, each separated by one month. Through the collection of paired questions for leadership and their subordinates, 424 valid questionnaires were obtained.

The examination of the questionnaire results supports the study's theoretical hypothesis, which states that when millennial workers sense a more playfulness work environment, it will encourage them to develop a sense of change self-efficacy. Additionally, they will be better able to handle work-related responsibilities and come up with innovative ideas as a result of change self-efficacy, which would eventually enhance the task performance and innovation performance of millennial employees.

By introducing the mediation of change self-efficacy, this study expands on the application of the conservation of resources theory. The research on the performance of millennial employees is complemented and enhanced by investigating the relationship between the playfulness climate and employees' task performance and innovation performance from the perspective of their sense of change self-efficacy. This study also reveals that managers should foster a positive and playfulness environment in their workplaces in order to manage the performance of millennial employees.

For half a century, psychologist Albert Bandura has worked to advance a cognitive interactional model of human functioning that emphasizes the role of cognitive and symbolic representations as central processes in human adaptation and change. In his seminal 1977 publication, Bandura emphasized that these representations – visualized actions and outcomes stemming from reflective thought – form the basis from which individuals assess their personal efficacy. An efficacy belief, he contended, is the “conviction that one can successfully execute the behavior required to produce the outcomes” one desires (p. 193). Efficacy beliefs serve as the primary means by which people are able to exercise a measure of control over their lives. During the next two decades, Bandura (1986, 1997) advanced his social cognitive theory, in which people are viewed as self-organizing, proactive, self-reflecting, and self-regulating rather than as solely reactive organisms, products of environmental or concealed inner influences. From this agentic perspective, people are seen as contributors to their life circumstances, not just recipients of them. In this way, people are “partial architects of their own destinies” (Bandura, 1997, p. 8).

Drawing on prior research on strengths use and job performance, this study aims to investigate how employees’ strengths use for tasks and strengths use for relationships jointly influence role breadth self-efficacy and subsequent job performance, specifically in- and extra-role performances.

To test the assumptions, the authors methodologically performed a polynomial regression with response surface analysis using data collected from multiple time points and sources (i.e. 312 employee–supervisor dyads in Chinese companies).

The results showed that the higher the congruence between strengths use for tasks and strengths use for relationships, the higher the employees’ role breadth self-efficacy. Employees’ role breadth self-efficacy was greater when both strengths use for tasks and strengths use for relationships were high. Furthermore, the congruence between strengths use for tasks and strengths use for relationships had indirect effects on in- and extra-role performances via role breadth self-efficacy.

This study uniquely contributes to the strengths use literature by offering a more nuanced understanding of the consequences of strengths use for tasks and strengths use for relationships in the Chinese context. It highlights the importance of both types of strengths use for improving employee performance in Chinese organizations. Furthermore, this study provides new theoretical insights into the relationship between strengths use and job performance by ascertaining the mediating effect of role breadth self-efficacy.

Social psychological perspectives on educational stratification offer explanations that bridge the macro and micro social worlds. However, while ethnoracial disparities in academic achievement are evident during the earliest grade levels, most social psychological research in this area has examined high school or college student samples and has used a black–white binary to operationalize race.

We use longitudinal structural equation models to examine links between academic self-efficacy beliefs and school performance among a national sample of diverse third- through eighth-grade students in the United States.

Contrary to hypotheses derived from the student identity literature, we find no evidence that elementary and middle school students from different ethnoracial backgrounds vary in the degree to which they selectively discount evaluative feedback in their academic self-efficacy construction, nor in the extent to which they demonstrate disrupted links between academic self-efficacy and subsequent academic performance.

The study examines the extent to which race-linked social psychological processes may be driving academic achievement inequalities during the primary schooling years.

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

This research aimed to determine the mediating effect of entrepreneurial self-efficacy on the relationship between entrepreneurial passion and leadership styles. Two hundred hardware and footwear entrepreneurs from the Las Malvinas Commercial Emporium, Lima, Peru were surveyed. The partial least squares structural equation modelling (PLS-SEM) multivariate statistical technique was applied for data analysis. It was found that there is a complementary mediating effect of entrepreneurial self-efficacy in the relationship between entrepreneurial passion and leadership styles. On the other hand, it was concluded that entrepreneurial passion has a positive influence on entrepreneurial self-efficacy. Likewise, there is a positive influence of entrepreneurial self-efficacy on leadership styles, and there is a positive influence of entrepreneurial passion for leadership styles. This research contributed theoretically to the academic literature and provided empirical evidence of the relationship of the proposed variables; it proved a new predictive and explanatory structural model that can now be used in future research worldwide and generated a model of the studied variables that are useful for both academia and the business world.

Searching for a job is an important process that influences short- and long-term career outcomes as well as well-being and psychological health. As such, job search research has grown tremendously over the last two decades. In this chapter, the authors provide an overview of prior research, discuss important trends in current research, and suggest areas for future research. The authors conceptualize the job search as an unfolding process (i.e., a process through which job seekers navigate through stages to achieve their goal of finding and accepting a job) in which job seekers engage in self-regulation behaviors. The authors contrast research that has taken a between-person, static approach with research that has taken a within-person, dynamic approach and highlight the importance of combining between- and within-person designs in order to have a more holistic understanding of the job search process. Finally, authors provide some recommendations for future research. Much remains to be learned about what influences job search self-regulation, and how job self-regulation influences job search and employment outcomes depending on individual, contextual, and environmental factors.

Introduction: The effectiveness of management faculty members depends on several factors, including self-efficacy. Albert Bandura coined the term ‘self-efficacy’, defined as ‘the capacity to do things as per one’s ability’ – the self-belief that one ‘can-do’ something.

Purpose: The study aims to discuss the effects of high and low degrees of self-efficacy. Faculty members with high-order competencies achieve higher positions, whereas those with low self-efficacy will generally have less self-belief in achieving success, translating into not progressing either at all or as quickly. There exists a need to study the levels of self-efficacy among faculty members to determine issues that create skill gaps and lead to both high and low efficacy. For better general performance, all faculty members should have high degrees of self-efficacy as it leads to high enthusiasm, increased commitment, and a capacity to dilute and address a range of challenges.

Methodology: This chapter falls under the category of a review paper. As different papers/studies have been reviewed and compared in this study, it does not need to conform to any particular methodology.

Findings: Various findings and practical implications shall be discussed in this chapter regarding self-efficacy among management faculty members. To improve youth’s future abilities by 2030, teachers ought to have higher levels of self-efficacy. Self-efficacy is imperative in accomplishing objectives, achieving results, and accomplishing educational difficulties in instructing understudies (Tumkaya, 2020).

The purpose of this research was to utilize protection motivation theory, which states that individuals will take actions to protect themselves from threats when they have both knowledge of actions that will protect them from the threat and the motivation to do so, to develop a better way of training adolescents to be safe on the Internet.

This study utilized an experimental approach in a high school environment to test its hypotheses. Participants were split into two groups: a group who received a tutorial about how to stay safe on the Internet (an enactive mastery tutorial that allowed students to actually try out the skills they were learning) and a group who did not receive the training. Participants were then asked about their intentions to engage in protective behaviors, their perceived ability to do so, and the likelihood that these protective behaviors would help them to stay safer on the Internet.

The findings indicated that an enactive mastery training program increased intentions to engage in safe online behavior in the future, offering a foundation for the development of future theory-based online safety interventions.

This study was conducted in a small geographic region in schools that agreed to utilize a class period to test the enactive mastery tutorial, which limits its external validity. Furthermore, this study only measured intentions to engage in protective behaviors, not actual behaviors.

This research provides a guideline for an effective way of increasing the likelihood that adolescents will engage in protective behaviors online, which has great practical applications for teachers, administrators, PSA advertisers, etc.

This chapter provides a framework for creating programs to help adolescents engage in safer behavior. Furthermore, it introduces the idea of involvement to the protection motivation theory literature, which is a valuable variable to consider when determining how to create an effective campaign to change behavior.

While facing challenges and crises in the leadership of schools, school administrators need to have three vital characteristics: up-to-date knowledge, relevant skills, and sound dispositions. Self-referent dispositions that refer to thoughts and feelings about one's knowledge and skills play a key role in the success of professionals in carrying out day-to-day activities. One self-referent construct is self-efficacy, which pertains to a person's confidence in their knowledge and skills. This chapter discusses social cognitive theory, in general, and self-efficacy, in particular, to describe how the self-efficacy construct is relevant to school administrators’ ability to lead schools.