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The researchers aim to investigate the role of psychological capital (PsyCap) in facilitating intrinsic motivation and goal-commitment among employees at the workplace, affecting outcome variables, namely, in-role and extra-role job performance.

Data were collected from 640 employees working in the information technology sector of India. Covariance-based structural equation modeling (CB-SEM) was used to test the hypothesized relationships.

Analysis revealed a significant positive impact of PsyCap on the two behavioral facets of job performance. Intrinsic motivation and goal-commitment were found mediating the influence of PsyCap on the two facets of job performance.

The information technology sector is characterised by continuous change. It requires voluntary prosocial behavior from employees, where the employees are expected to display multifaceted job performance behaviors, where they go beyond their job duties to cater for the dynamics of the IT sector. The present study provides means by which intrinsic motivated and goal-committed behavior are facilitated for both the in-role and extra-role job performance.

The present study is among the few preliminary studies that have provided evidence that intrinsic motivation and goal-commitment are the two variables which aid PsyCap in predicting both the prescribed and voluntary job performance behaviors.

Self-help groups (SHGs) are formed by the tribal people to access finance through SHG bank linkage programme. The efforts to govern self-help groups (SHGs) are challenged by the absence of adequate bookkeeping and regular meetings, hindering effective governance despite all endeavors. The members of the groups are tribal people from the marginalised sections of society, and they are unable to maintain the books of accounts and keep track of their money because of illiteracy and banks being at far distance from their place of abode. Digitisation of SHGs has a vast impact on the efficiency of the groups and their financial sustainability. This chapter wishes to look at the digitisation initiative to transition the records of SHGs from manual to electronic mode, where the accounts will be visible to all the members. However, digital literacy is a big challenge, and this chapter aims to look at the challenges in digitisation of group.

This paper aims to examine how doctoral students in education and applied linguistics fields successfully navigated graduate writing demands by participating in a support community that catalyzed writing productivity, peer mentoring and feedback. Guiding graduate students’ writing processes based on scholarly interests and providing peer support are vital to scholarly productivity and transition into academia.

Following a collaborative analytic autoethnographic case study design (Adams et al., 2022; Chang et al., 2013), the authors narrated major events that impacted their writing and publication experiences. The authors visualized their entire doctoral writing experience based on the frequency of writing events that contributed to writing productivity. In data triangulation discussions, the authors reflected on writing experiences.

Findings show that the support community alleviated individual struggles associated with writing a dissertation and high-quality papers. Key factors contributing to scholarly growth included nonevaluative peer support, feedback and shared academic resources. Writing within the periphery of faculty research and predominantly focusing on doctoral milestones led to individual scholarly interests being overshadowed. Without structured guidance, doctoral writers may develop initiatives to alleviate individual struggles and meet academic writing demands in the disciplines.

The authors recommend including structured guidance on developing writing productivity and a personal research agenda in the early stages of the doctorate.

This study offers unique examples of how a student group supported writing productivity and socialization into the academic community. It illustrates the multifaceted nature of academic writing influenced by faculty–student relationships, peers and individual initiatives. This paper provides doctoral writers and graduate programs with examples of accomplishing academic publishing goals.

The purpose of this research was to empirically examine the career transitions of mid-career African American women leaving traditional careers for entrepreneurship. The authors illustrate how transition theory and effectuation principles ameliorate an African American woman's transition to entrepreneurship.

The authors conducted semi-structured interviews with nine African American woman entrepreneurs. The data collected were evaluated through the lens of transition theory and effectuation theory.

The study results show that despite being the chief officer, many African American women still face inequalities when negotiating business deals, interacting with partners and when seeking capital for their business. Effectuation theory partially supports an African American woman's career transition to entrepreneurship, but the theory does not fully address the unique experiences of this demographic.

The results of this study reveal that effectuation principles do not fully explain the entrepreneurial career transition experiences of African American women. Theory development and extensions of existing theories should consider the potential discriminatory practices that limit financial resources and strategic partnerships for African American women entrepreneurs. The authors also advocate for consideration of identities, particularly related to gender and race, as factors that contribute to entrepreneurial experiences.

The study findings support the notion that each woman's situation will be different and unique, requiring aspiring African American woman entrepreneurs to assess their individual situation. Consistent access to minority-specific programs can help aspiring African American women entrepreneurs visualize her new identity and provide the support needed to enhance her career transition. There is no one-size-fits-all solution, so each woman will need to craft her own individualized plan.

Findings from this study solidify the role of African American women entrepreneurs as business leaders with influence and direct impact on the US economy. Their success enables African American women to contribute to more inclusive societies through their service to diverse members of society. In addition, their attainment of success serves as a testimony to aspiring African American women that entrepreneurial success is achievable, encouraging more diversity in entrepreneurship.

Few entrepreneurial studies exist on both women and racial minorities, resulting in a paucity of strategies to support African American women throughout their entrepreneurial journey. The results of this study revealed barriers which require specific strategies to address discriminatory lending practices and acceptance when forging new business relationships.

We analyze the role of trust as a driver of speculative investment decisions in technology firms.

Structural Equation Modeling analysis in the context of blockchain technology supports our hypotheses.

Our findings indicate that a general propensity to trust technology leads to trusting beliefs in a service based on technology and that trusting beliefs in a technological service leads to a higher propensity to invest in any firm associated with that service. In addition, we show that in a non-technological context, there is no evidence for such an effect of trusting beliefs in a service on investment decisions. These results support the notion that trusting beliefs are facilitators of speculative investment in technology firms.

The research advances knowledge about the influence of trust in technology on investment decisions; its findings can help build new theoretical models regarding investment decisions using Fintech.

For investors, it is important to realize the potential bias identified in this study, so they can actively avoid adhering to it, thus avoiding exposure to unnecessary risk. Further, beyond individual investors, investment firms take active measures to avoid biases in their own decision-making. Banks and investment firms can help guide their clients about trust-based bias when building their investment portfolio.

Although trust in information systems has been studied extensively, research on the relationship between trust in technology and decisions to invest in technology-related firms is limited.

As many businesses faced economic disruption due to the Covid-19 pandemic and sought financial relief, existing bank relationships became critical to getting a loan. This study examines factors associated with the development of personal relationships of rural small businesses with community bank representatives.

We applied a mixed-method approach. We employed descriptive statistics, principal factor analysis and logistic regression for data analysis. We distributed an online survey to rural small businesses in five states in the United States. Key informant interviews with community bank representatives supplemented the survey results.

A business owner’s trust in a banker was positively associated with the establishment of a business–bank relationship. However, an analysis of individual trust’s components revealed that the nature of trust is complex, and a failure of one or more components may lead to decreased trustworthiness in a banker. Small businesses that preferred personal communication with a bank were more inclined to relationship banking.

Due to the relatively small sample size and cross-sectional data, our results may not be conclusive but should be viewed as preliminary and as suggestions for future research. Bankers should be aware of the importance of trust for small business owners and of the actions that lead to increased trustworthiness.

The study extends the existing knowledge on the business–bank relationship by focusing mainly on social (instead of economic) factors associated with the establishment of the business–bank relationship in times of crisis and high uncertainty.

Annual performance evaluations of faculty are a routine, yet essential, task in higher education. Creating (or revising) performance criteria presents an opportunity for leaders to work with their teams to co-create evaluation metrics that broaden participation and minimise inequity. The purpose of this study was to support organisational leaders in developing equitable performance criteria.

We adopted the “dual-agenda” dialogues training that draws on concepts of collective self-efficacy and intersectionality for department leaders to co-create annual review criteria with their faculty members at one university. We used qualitative and quantitative data to assess the training and conducted an equity audit of the resulting annual review criteria.

Survey results from faculty members and departmental leaders (n = 166) demonstrated general satisfaction with the process used to create new criteria, perceptions that their criteria were inclusive and optimism about future reviews. Those with greater familiarity with the dialogues process had more positive perceptions of the inclusivity of their department’s criteria and more positive expectations of future reviews. The examination of eight indicators of equity illustrated that the resultant criteria were transparent and holistic.

This study builds on the relatively little research on faculty members’ annual performance evaluations, focussing on inclusive dialogues that centre equity and diversity. Results highlight the value of providing department leaders with evidence-based tools to foster system-level change through equitable evaluation policies. A toolkit is available for adaptation of the “dual-agenda” leadership training to both co-create annual review criteria and improve equity and inclusion.

The purpose of this study was to examine racial/ethnic differences in AFS use and their contributing factors using a decomposition analysis.

The 2018 National Financial Capability Study dataset was used to analyze the four major types of AFS—title loans, payday loans, pawnshops, and rent-to-own (RTO) stores—as proxies for AFS use. The study conducted both logistic regression analysis and decomposition analysis to examine the contributing factors.

The results of the logistic regression analysis demonstrated significant disparities in the use of alternative financial services (AFS) among racial and ethnic groups. Specifically, it was found that Blacks were more likely to utilize title and payday loans, pawnshops, and rent-to-own (RTO) stores compared to Whites. In contrast, Hispanics and Asians/individuals of other ethnicities were less likely to use title loans, but Hispanics were more likely to opt for payday loans over Whites. Furthermore, objective financial literacy exhibited a negative association with the likelihood of using these four types of AFS, whereas subjective financial literacy consistently showed a positive association. When examining the decomposition analyses, it became evident that both objective and subjective financial literacy played significant roles in explaining the racial and ethnic disparities in AFS usage. However, the patterns varied in three specific pairwise comparisons.

This study revealed the relative contributions of each factor to the racial/ethnic disparities through decomposition analysis. Our Fairlie decomposition approach addressed non-linearities within the decomposition framework, particularly in estimating the probabilities of AFS utilization, given its binary outcomes. This extension builds upon the Oaxaca decomposition. The study offers valuable insights into the variations in AFS use among different racial and ethnic groups.

The prevalence of pediatric anxiety disorders is on the rise but youth have challenges in accessing specialty evidence-based mental health care. As a result, families turn to their pediatric primary care provider (PCP) for assessment and management of anxiety. To increase PCPs’ abilities to manage anxiety, the Extension for Community Healthcare Outcomes (“Project ECHO”) was used. The purpose of this study is to explore the impact of Project ECHO on participating PCPs’ knowledge, self-efficacy and interventions surrounding the assessment and management of anxiety.

Data were collected pre- and post-course across five cohorts. Participants completed a clinical knowledge test, ratings of self-efficacy and self-reported frequencies of in-office interventions. Satisfaction was also measured.

Attendance remained strong, and participants rated high satisfaction. From pre- to post-course, participants demonstrated increased knowledge on almost all objective questions. Participants reported increased self-efficacy across all domains. Finally, participants endorsed increased use of several in-office interventions.

This study highlights the importance of Project ECHO as a continuing education model to enhance PCPs’ abilities and confidence in the assessment and management of anxiety. Future continuing education endeavors should consider Project ECHO as a means of increasing PCPs’ capacity to manage mental health conditions.

To the best of the authors’ knowledge, this is the first study that applied the Project ECHO model to pediatric anxiety as a mechanism of increasing knowledge, self-efficacy and in-office interventions with PCPs.