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This research seeks to explore the inevitable internal struggle experienced by school leaders when making ethically‐informed judgments. The study acquired principals' intimate reflections about professional decision making in response to personal versus organizational and/or professional value discrepancy as identified in the ethic of the profession and its model for promoting students' best interests.

A modified phenomenological research method, appropriate for an educational research context, was used to capture administrators' perspectives about moral practice and decision‐making experiences. The primary data collection strategy was participant interviews by means of purposeful sampling.

A clash between personal beliefs and values and organizational/professional expectations was very real for participants. The experience was generally frequent, but varied among principals. The struggle can be characterized as a phenomenon of intrapersonal moral discord experienced as part of the process of deciding ethically when faced with difficult moral choices.

The study contributes to the understanding of moral conflict in school leadership as an intrapersonal moral phenomenon, and how the conflict is resolved in practice, while providing insights into a more recently defined and theorized professional ethic for educational leadership. The study offers empirically derived knowledge for theory building and offers conceptual clarification of the moral leadership construct.

Moral judgment was complicated and contextually defined for participants. Administrators reported various ways of dealing with the nuances of personal and organizational value incongruity in order to engage in ethical decision making, including relying on, in some instances, a fundamental professional injunction.

A wide range of variables, including cognitive, emotional and relational factors, could affect the level of peacefulness. The purpose of this paper is to examine key variables (theory of mind (ToM) and harmony) that mediate the personality trait of peacefulness.

The participants were 182 university students recruited from three universities in Isfahan, Iran. Some different scales were applied in order to measure the intended peace variables.

The findings demonstrate that ToM, as the ability to attribute mental states, significantly mediates the association between interpersonal peacefulness and inhibition skill, interpersonal peacefulness and conflict resolution abilities, and interpersonal peacefulness and level of aggression. In addition, harmony mediates the relationship between intrapersonal peacefulness, hope, intrapersonal peacefulness and self-compassionate competency.

These findings indicate that peaceful feelings enable a person to provide more attention to the concerns of others and to relationship issues.

This an original type of study in the field of peace psychology.

The study focuses on academic stress among the students due to insufficient efforts and intrapersonal conflicts amid the COVID-19 situation. The purpose of this study is to measure the mediating role of academic stress between life dissatisfaction and adequate steps and intrapersonal conflicts.

The researcher had surveyed 729 students from the two states, including Haryana and Punjab and 716 responses were used for analysis. These respondents were approached in April–May 2020 to explore the impact of COVID-19. The questionnaire was prepared with the help of Google form, including 29 questions. Confirmatory factor analysis and structural equation modeling (SEM) were used to validate the research model and for testing the hypothesis.

The findings indicate that intra-personal conflict and insufficient efforts have a significant positive relation with academic stress. Also, intrapersonal conflict and insufficient efforts have a significant positive relation with life dissatisfaction. It has been reported that academic stress mediates the relationship between life dissatisfaction and intra-personal conflict. The results also reveal that academic stress is positively and significantly associated with life dissatisfaction.

This is one of the few studies that explored the mediating role of academic stress between life dissatisfaction and insufficient efforts and intrapersonal conflicts.

The purpose of this paper is to examine how psychological empowerment affects individuals’ likelihood of publicly punishing a company with whom they had unsatisfactory experiences through online complaining behaviors.

A 3 (intrapersonal empowerment: high/low/control) by 3 (interactional empowerment: high/low/control) online experiment was designed using the priming technique. Following the priming tasks, participants were given a scenario in which a restaurant failed their expectations followed by dependent and control measures.

Results revealed a significant main effect of interactional empowerment: participants in the low interactional empowerment condition reported being less likely to engage in the revenge-motivated online public complaining behaviors than participants in the control condition. The study also found a significant interaction effect between interactional and intrapersonal empowerment.

The study findings yield practical application for crisis management and relationship management. Understanding the linkage between power and online complaining behaviors should help corporate communication professionals to better perform risk assessment, environmental scanning and crisis communication and management.

Limited empirical studies have investigated the linkage between empowerment and online complaining behaviors in the consumer context. The present study fills this gap by conceptualizing online public complaining as a revenge-motivated behavior. The study yields both theoretical and practical implications.

The study aims to understand the relationship between facilitating, demoting, motivating factors and visit intention; and to clarify the role of death anxiety before visiting a dark exhibition.

Partial least squares structural equation modeling was adopted to analyze data from 426 potential visitors to the Capuchin Crypt in Rome (Italy).

Results demonstrate that dark fascination, prestige, reflection on death and mortality and interpersonal facilitators are the main drivers of visit intention, and structural constraints are the main demoting factors. Contrary to expectations, intrapersonal constraints have a positive influence on motivators and indirectly on visit intention, and death anxiety has mixed results.

Data collection from only one dark exhibition requires that the generalization of the results must be done with care.

Conclusions enabled a better understanding of pre-trip tourist behavior, providing valuable suggestions for the communication strategy of Destination Management Organizations (DMOs) and site managers.

The study adopts a consolidated and empirical approach to studying facilitators, motivators, constraints and visit intention, as well as the effect of death anxiety. To the best of the author’s knowledge, this is the first study to develop a comprehensive investigation of these four constructs, whether at the darker or the lighter end of the dark tourism spectrum. Consequently, it offers a better understanding of lighter dark attractions, which allows DMOs and others to improve the communication of their tourism products.

This study aims to use empowerment theory to examine the relationship between a user's engagement type (active or passive) and psychological empowerment (intrapersonal and interactional) in the context of a social media brand community (SMBC). This study also looks at the impact of psychological empowerment on brand community commitment (CC) and brand loyalty.

Convenience and snowball sampling were used to select respondents from mobile phone brand communities in India. The conceptual model was tested using structure equation modelling.

According to the study findings, active user involvement in SMBC is strongly associated to both intrapersonal and interactional empowerment (IE), but passive user engagement is weakly related to IE. Furthermore, customer empowerment and CC have a strong impact on brand CC and brand loyalty.

SMBC is now a significant point of contact for building strong consumer–brand relationships. SMBC members who are actively involved in the community have greater emotional bonding, trust and commitment to the brand. Therefore, social media marketers should encourage their customers to get involved in a brand community and empower them by involving them in brand related decision, etc. This will help the community grow and thrive.

This study addresses a research gap by examining how active and passive members of an SMBC facilitate both focal points of psychological empowerment (intrapersonal and interactional), which increase the brand community's commitment and brand loyalty.

Work–family conflict (WFC) is a chronic source of stress, threatening contemporary organizations. Employees' own characteristics, which have received limited scientific attention, can help mitigate WFC. The current two studies tested, for the first time, the links of higher-order trait resilience models to WFC, while exploring possible mediators and differentiating the contributions of interpersonal vs. intrapersonal resilient traits.

In study 1, the authors tested a mediation model in which trait negotiation resilience (TNR), which is oriented toward challenges that involve balancing conflicting needs with others, predicted multidimensional (time, strain and behavior based) WFC, through three mediators: emotion regulation (intrapersonal), self-monitoring and work–family balance negotiation (both interpersonally oriented). In study 2, both TNR and the more intrapersonal Connor–Davidson Resilience Scale (CD-RISC) were associated with a global, more parsimonious measurement of WFC. Additionally, TNR's factors were separately correlated with the latter.

TNR associated with lower multidimensional WFC through emotion regulation, which partly mediated TNR's effect; and through self-monitoring, which suppressed TNR's effect because it related to higher WFC (balance negotiation had no effect). In study 2, CD-RISC, but not TNR, related to lower global WFC. Additionally, two intrapersonal TNR factors tended to relate to lower WFC, while one interpersonal factor related to higher WFC.

The studies demonstrate the role of higher-order trait resilience in WFC, while fine-tuning understanding of the contributions of intrapersonal vs. interpersonal resilience. The findings may be relevant to other organizational challenges, beyond WFC, and inform employee recruitment and training.

This two part article is an account of research that examined the choices that student nurses made, from an intrapersonal perspective, when they experienced difficulty putting theory into practice. The research employed four major data collection tools, these being student diaries, interview schedules, the Personal Orientation Inventory. All of these tools were designed to either allow the student to explore their subjective experience of the theory practice gap in more depth, or to make a statement regarding the individuals level of intrapersonal functioning.Phase one of the research found that those students who had difficulty expressing their anger, fear or sadness had greater difficulty putting theory into practice. This finding was substantiated as the students who had functional scores in relation to feeling reactivity, spontaneity, acceptance of aggression and self‐regard, appeared more able to put theory into practice.In phase two of the research, nine students involved themselves in a peer support group, the purpose of which was to allow the students to explore their intrapersonal choices and work through their dissonant clinical experiences. All of them reported that this forum was a useful tool for the development of the individual nurse and their ability to underpin their everyday practice with theory.The second part of the article to be published in issue 3,3 will focus upon the integrated model for nurse education from a behaviour change perspective and the implications this has for educationalists.

This study sought to assess perceptions of support for organizational change and model the relationship between support for organizational change and leadership competencies among Extension educators. The knowledge gained through this work should expand current understandings regarding the nature, scope, and value of support for organizational change within the Extension educator role. We found that Extension educators mostly support organizational change. Our study also showed that leadership competencies predict a significant proportion of the total variation in overall support for organizational change. Extension leaders and leadership development practitioners should be aware that leadership education may increase receptivity to organizational change among educators.

The purpose of this paper is twofold: to test existing Authentic Leadership (AL) instruments simultaneously in the same environment, and based on these, to propose an extended instrument for the assessment of AL intrapersonal and interpersonal competencies.

Three existing instruments of AL – Authentic Leadership Questionnaire (ALQ) (Walumbwa et al., 2008), Authentic Leadership Inventory (ALI) (Neider and Schriesheim, 2011) and the Three Pillar Model (TPM) (Beddoes-Jones and Swailes, 2015) – were tested, and an extended instrument was proposed based on the results. Two different samples were used – a homogeneous sample (N = 1021) from the military and a heterogeneous sample (N = 547) from retail, catering, public services and logistics industries. Construct validity for the instruments was assessed using a confirmatory factor analysis, and the internal consistency of the factors was analysed using Cronbach’s alpha.

From existing instruments, two out of three indicate issues with internal factor consistency and model fit. The internal consistency of factors and model fit of the extended instrument developed here is satisfactory and suitable for assessing authentic leadership competencies in a single organisation or industry.

This paper sees AL as the behaviour of leaders affected by leadership competencies. Three existing AL instruments were tested alongside a proposed extended instrument to assess AL intrapersonal and interpersonal competencies in the same context.