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1 – 4 of 4Hijroh Rokhayati, Mahfud Sholihin, Supriyadi Supriyadi and Ertambang Nahartyo
This paper aims to investigate the relationship between regulatory focus, performance measurement and corporate social responsibility (CSR) investment decisions.
Abstract
Purpose
This paper aims to investigate the relationship between regulatory focus, performance measurement and corporate social responsibility (CSR) investment decisions.
Design/methodology/approach
Using an experimental method with a 2 × 2 between-subjects factorial design involving 144 participants, the data were analyzed using t-test and contrast test. In the experiment, the authors assigned participants into prevention focus or promotion focus group and complementary performance measurement or substitute performance measurement condition.
Findings
The results show that CSR investment is more preferable for managers in prevention focus instead of those in promotion focus group. Additionally, CSR investment is more preferable for managers in complementary performance measurement condition compared to those in substitute performance measurement condition. This study also provides evidence that the greatest CSR investment is reached when managers are in both prevention focus group and complementary performance measurement conditions.
Practical implications
Companies need to activate the prevention focus for managers to motivate CSR investment. Additionally, companies need to use complementary performance measurements, which consist of CSR measurement and financial measurements.
Originality/value
CSR research is dominated by theories explaining the external models which trigger companies to perform CSR. Existing research related to the internal models is limited to psychological aspects that are not directly related to company performance. This study investigates the motivational attributes that have a direct and strong influence on managers behavior. This research shows that regulatory focus is better at predicting CSR investment and is more motivational for individuals to perform well at work.
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Maria Paramastri Hayuning Adi and Ertambang Nahartyo
This study aims to examine the effect of faultline based on job responsibility and their interaction with the incentive scheme on knowledge-sharing behavior.
Abstract
Purpose
This study aims to examine the effect of faultline based on job responsibility and their interaction with the incentive scheme on knowledge-sharing behavior.
Design/methodology/approach
This research is an experimental study with a 2 × 2 factorial design between subjects. Faultline and incentive schemes are manipulated into two groups (strong faultline–weak faultline and group incentive–individual incentives). This study involved 89 undergraduate accounting students as participants.
Findings
This research shows that a strong faultline created a strong social identity effect. Hence, the knowledge-sharing behavior among group members tends to be lower than the weak faultline. Knowledge-sharing behavior tends to be higher in group incentive schemes than individual ones. However, there is no support for interactions between incentive schemes and faultline effects on knowledge-sharing behavior. The results indicate that forming a working subgroup based on informational characteristics attributes reduces cooperative behavior and knowledge sharing between groups.
Originality/value
This study adds a new addition to faultline literature by examining the effect of faultline and incentive schemes on knowledge-sharing behavior based on informational characteristics attributes. Previous research on faultline and knowledge sharing was limited and primarily focused on faultlines created by demographic attributes. This study also enriches faultline literature on knowledge-sharing behavior using an experimental design.
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Lufi Yuwana Mursita and Ertambang Nahartyo
Based on the referent cognitions theory (RCT), individuals compare their outcomes to a given reference point. The purpose of this study is to investigate the effect of centrality…
Abstract
Purpose
Based on the referent cognitions theory (RCT), individuals compare their outcomes to a given reference point. The purpose of this study is to investigate the effect of centrality bias in subjective performance evaluation on two employees’ work behaviors; willingness to exert work effort and retaliation intention.
Methods
A 2 × 2 × 2 between-subject real-effort task experiment was conducted on 162 Accounting and Management students. Centrality bias and level of task difficulty were each manipulated into two groups. Meanwhile, the level of performance was divided based on the average score of the real-effort task.
Findings
The experimental data were examined using MANOVA and PROCESS macro regression. It reveals that centrality bias negatively affects willingness to exert work effort through perceived procedural fairness and positively affects retaliation intention. These findings align with the RCT in explaining the perceived procedural fairness psychological mechanism and the work behavior resulting from an unfair evaluation procedure.
Originality/value
This study is the first of its kind to investigate the effect of centrality bias in subjective performance evaluation on positive and negative employee behaviors concurrently, which refers to the real-effort experimental task. The study demonstrates the significant impact of centrality bias on unwillingness to exert effort and adverse behavior.
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Gaffar Hafiz Sagala, Faisal Rahman Dongoran and Dedy Husrizal Syah
The COVID-19 pandemic has dramatically changed educational practices due to the intense use of information technology for teaching and learning. That phenomenon presents…
Abstract
Purpose
The COVID-19 pandemic has dramatically changed educational practices due to the intense use of information technology for teaching and learning. That phenomenon presents challenges for lecturers in higher education establishments because student engagement is threatened during online interactions. This study aims to analyze the effectiveness of the SME project for maintaining student engagement during online learning.
Design/methodology/approach
The research used a quasi-experimental method involving experimental and control groups. Researchers collect quantitative and qualitative data to obtain comprehensive information. The data were collected using an electronic questionnaire. Descriptive statistics, one-way ANOVA, and open coding were used to analyze the data.
Findings
The research used a quasi-experimental method involving experimental and control groups. Researchers collected quantitative and qualitative data using an electronic questionnaire to obtain comprehensive information. Descriptive statistics, one-way ANOVA, and open coding were used to analyze the data.
Originality/value
This study provides the educational community with a new insight into optimizing PBL in the online learning environment. Qualified PBL, as practiced by educators, will lead to student engagement, which leads to meaningful learning.
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