Search results
1 – 2 of 2Edem M. Azila-Gbettor, Christopher Mensah and Martin K. Abiemo
The study aims to examine the moderating influence of perceived co-worker support in the nexus between compulsory citizenship behaviour, job involvement and social loafing amongst…
Abstract
Purpose
The study aims to examine the moderating influence of perceived co-worker support in the nexus between compulsory citizenship behaviour, job involvement and social loafing amongst university interns.
Design/methodology/approach
Four hundred and sixty-two) respondents took part in the study by completing a self-reported questionnaire distributed via online WhatsApp platform. The respondents were selected using multistage sampling technique. The data were processed and analysed using IBM SPSS version 24 and PLS-SEM, respectively.
Findings
Results reveal interns’ experience of compulsory citizenship behaviour positively influences their social loafing and negatively influences their job involvement. Furthermore, the support received from co-workers’ reduces the negative influence of compulsory citizenship behaviour on interns’ (1) social loafing and (2) job involvement.
Research limitations
The study’s main limitations have been identified as the type of organisation in which the internship was completed and the number of years of internship experience. Future research may seek to address this problem by obtaining data from a cohort that is categorised based on the nature of the organisation and duration of the internship.
Practical implications
Perceived co-worker support has been found to reduce the negative effects of interns’ compulsory citizenship behaviour on their job outcomes. It is recommended that organisations establish a supportive work environment to assist interns. This can be achieved through various means, such as engaging in team-building activities and assigning mentors, among other strategies.
Originality/value
One of the first to have examined a model linking compulsory citizenship behaviour, job involvement, social loafing and perceived co-worker support amongst interns in a higher education environment.
Details
Keywords
Thi Thuy Hang Pham, Thi Truc Quynh Ho, Be Thi Ngoc Nguyen, Hung Thanh Nguyen and Thi Ha Nguyen
This study aims to investigate the conditional indirect effect of academic self-efficacy in the interplay between academic motivation and academic satisfaction through academic…
Abstract
Purpose
This study aims to investigate the conditional indirect effect of academic self-efficacy in the interplay between academic motivation and academic satisfaction through academic engagement among university students.
Design/methodology/approach
A cross-sectional study was performed on 1,638 Vietnamese university students (31.9% males and 68.1% females) aged 16 to 36 (Mean = 20.06, SD = 1.428). The participants filled out a questionnaire with the Vietnam versions of the General Self-Efficacy Scale, Academic Motivation Scale, Academic Life Satisfaction Scale and Academic Engagement Scale. Model 4 and Model 7 in the PROCESS macro were used for the mediation analysis and the moderated mediation analysis.
Findings
Results showed that the indirect effect of academic engagement on the academic motivation-academic satisfaction link was significant. Furthermore, academic self-efficacy moderated this indirect effect. The indirect effect was stronger among students with high academic self-efficacy and weaker among students with low academic self-efficacy.
Originality/value
This study’s findings contribute to educational research on academic satisfaction and can be used by institutions of higher education and educators to enhance academic satisfaction among university students.
Details