Search results

As after-hours technology-mediated work (ATW) becomes common in organizations, the increased workload and interference to life caused by ATW has induced employee turnover. This research develops a mediated moderation model to explain how employees' intrinsic and extrinsic motivations for ATW affect their turnover intention through work–life conflict.

A survey was conducted to collect data of 484 employees from Chinese companies. Partial Least Square was used to perform data analysis.

The results show that intrinsic motivation for ATW has an indirect negative impact on turnover intention via work–life conflict, whereas extrinsic motivation for ATW has both a positive direct impact and a positive indirect impact (via work–life conflict) on turnover intention. This study also helps find that time spent on ATW can strengthen the positive impact of extrinsic motivation for ATW on turnover intention but has no moderation effect on the impact of intrinsic motivation for ATW. Furthermore, this study reveals that the interaction effect of time spent on ATW and extrinsic motivation on turnover intention is mediated by employees' perceived work–life conflict.

By discovering the distinct impact of employees' intrinsic and extrinsic motivations for ATW on turnover intention, this research provides a contingent view regarding the impact of ATW and offers guidance to managers regarding how to mitigate ATW-induced turnover intention through fostering different motivations.

Social media has the potential to enable exchange of diverse opinions, foster dialogue on important social issues and exert positive influence on stakeholders and society. However, evidence is contradictory as to whether this is the case; it is possible that millennials' behaviors on social media are mainly driven by conservation (conformity and safety) or self-enhancement (power and achievement). In this research, the authors examine the extent to which different human values (self-transcendence, conservation, self-enhancement and openness to change) influence millennials' activities and behaviors on social media.

The authors conduct three separate surveys on Facebook, Twitter and Instagram with 491 millennials (18–34 years of age) in the USA, examining the influence of four higher-order values of the Schwartz human values model (open self-transcendence, conservation, self-enhancement and openness to change) on specific social media activities (consumption, self-focused and sharing nonpersonal content activities).

First, the authors find that for millennial users, human values significantly influence social media activities. Second, conservation values, followed by self-enhancement values, overshadow the expression of open self-transcendence values on social media. Thus, social media platforms may function more as agents of conservation and self-enhancement than agents of personal growth.

This is among the first studies to examine the influence of human values on social media and to find that human values such as conservation and self-enhancement have a strong influence on users' social media activities, while open self-transcendence values, which lead to expansion and growth, do not find genuine expression on social media.

This paper aims to explore how the competence-based vocational education and training (VET) curricula facilitate shaping of work values of VET students. It discusses methodological and ideological orientations of competence-based VET in teaching work values and discloses the typical characteristics of teaching work values in the VET system of Lithuania.

A quantitative research approach leading to a survey method is adopted to investigate how VET students acquire and apply work-related values and attitudes to work.

The survey of the VET students has disclosed that students are open to accepting different values of work, including cognitive values, social prestige and altruist values. However, orientation of the VET curricula to and provision of instrumental values lead to relatively weak internalization of the work values related to societal and spiritual dimensions.

The paper provides empirical evidence regarding the implications of the competence-based curricula for teaching students work values in the school-based VET.