Search results

This study investigated whether job resources (i.e. strengths use support, career self-management and person–job [PJ] fit) moderate the relationship between perceived involvement in a career accident (PICA) and work engagement.

The study adopted a time-lagged design (N = 398; 69% male), and data were collected at two-point of measurements among Nigerian university academics.

Results of the present study indicated that employees with higher PICA scores reported low work engagement. Strength use support had significant direct positive main effects on employee work engagement and also produced a significant moderation effect between PICA and work engagement. Career self-management (CSM) was positively related to employee work engagement. The moderation effect of CSM on the relationship between PICA and work engagement was also significant. Results of the present study further indicated that P-J fit was related positively to work engagement and also moderated the negative relationship between PICA and work engagement.

Dearth of employment opportunities has led individuals to choose their career by chance, but empirical studies that validate this assertion are lacking. Few available studies on career accident were exclusively conducted in Western European contexts. The current study therefore deepens the understanding of career accident and work engagement in a neglected context such as Nigeria.

Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce.

The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings.

The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting.

This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace.

This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.

While the career literature does acknowledge that personal strengths may function as protective factors that increase the likelihood of positive career outcomes, the topic of strengths has predominantly been studied in the context of career guidance for adolescents and young adults. However, the evolution of strengths persists throughout the entire career and individuals’ awareness and inclination to leverage their strengths change when aging. This paper aims to examine strengths over the (career) lifespan.

For this purpose, a conceptual analysis was made of the interplay between age and strengths application within the work environment, based on a narrative review of both empirical and conceptual literature on strengths and lifespan (career) development.

Based on lifespan development theory and results from studies that investigate the relationship between age and strengths, it can be expected that the prominence, awareness and use of strengths, as well as the active engagement in strengths development increase with age. Also, based on the corresponsive principle it is proposed that strengths prominence is reciprocally related to the awareness, use and development of strengths. Implications for future research and practice are discussed.

Whereas positive psychology has contributed to research on career development by its focus on healthy functioning, human potential and well-being the implications from theorizing and research on strengths for the career-lifespan are still relatively unclear. This paper develops testable propositions regarding the relationship between age and strengths and discusses implications for the types of organizational support for strengths that workers of different ages might need.

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

High levels of mental health disorders in students can affect their academic activity. Students should think positively to control the mental health disturbances they experience. This study aims to address the mental health problems of students by increasing their gratitude because gratitude is the key to facing the problems that a person faces. Therefore, the study focuses on finding the influence of gratitude on student mental health disorders.

The subjects in this study were 420 students in Eastern Kalimantan using quantitative methods with gratitude scales GQ-6 and DASS-21. Data collection method with online questionnaires to be analyzed with regression analysis.

The findings of this study empirically show that gratitude has a significant and positive effect on mental health (depression, anxiety, and stress). This shows that gratitude has an important effect on mental health in students. If gratitude is higher, then anxiety and stress decreases significantly. This study aims can serve as a foundation for student mental health improvement programs.

This study was cross-sectional, which makes it impossible to conclude a causal relationship between the variables. Therefore, future research should use more advanced research methods, including longitudinal and experimental studies. Another potential limitation that could bias the results is the fact that the data were based solely on self-reports. Then, the study group included a larger proportion of female students than male students.

This study provides a deeper understanding of the importance of gratitude in maintaining mental health. Gratitude has been shown to have a positive correlation with increased psychological well-being, decreased levels of depression and increased resilience in the face of everyday stress and challenges in college students at private univesity and state university.

This research changes students' mindset to always be grateful by thinking positively during the teaching and learning process at university. Many students complain about the current conditions, especially related to study assignments, differences in the teaching and learning process at school. This study is useful for students to reduce mental health disorders at university.

While previous research in career studies has highlighted the positive impact of several leadership behaviors on followers’ work and career success, less is known about how the emergent topic of inclusive leadership shapes followers’ task performance. Using an inclusive leadership approach and job demands-resources theory, we developed a novel sequential mediation model in which inclusive leadership indirectly facilitates followers’ performance through self-initiating behavior and work motivation. Specifically, we aimed to investigate whether inclusive leaders encourage followers to show enhanced task performance through strengths use and work engagement.

A representative sample of 278 Dutch employees from diverse organizations was surveyed at three different time points.

The results of structural equation modeling evidenced that inclusive leadership was indirectly related to follower task performance, initially through the utilization of strengths and subsequently through work engagement over time. When leaders exhibited behaviors that were inclusive in nature, they encouraged their followers to make use of their strengths at work. Such leadership actions boosted the work engagement of their followers and led to enhanced task performance.

We develop and test a novel sequential mediation model that explores how inclusive leadership fosters improved task performance among followers by promoting the utilization of strengths and subsequent work engagement. This sheds light on the mechanisms through which inclusive leadership contributes to follower performance, a crucial indicator in shaping sustainable career trajectories.

In the dynamic landscape of the modern business world, the pursuit of employee well-being and satisfaction with life (SWL) has gained prominence. Yet, few studies exist on SWL among Indian working professionals. This study aims to investigate the impact of inclusive leadership (IL) on the employees’ SWL. Moreover, employing a mediation approach, the study also reveals the mediating role of workplace inclusion (WI) and career satisfaction (CS) in the relationship between IL and SWL.

The study involves a cross-sectional quantitative approach, drawing upon a sample of 279 professionals belonging to the Indian IT sector by administering standardized questionnaires. Data were analyzed using PLS through SmartPLS4.0 software.

The findings reveal a fully complementary mediating role of WI and CS in the IL–SWL relationship, supporting the hypothesized mediation model.

This finding implies that leaders, with their inclusive behavior, can significantly influence employees’ SWL when accompanied by a sense of inclusiveness and CS among employees. The study offers valuable insights for organizations and leaders seeking to enhance employee satisfaction in the IT sector, emphasizing the significance of career-focused and inclusive practices in the workplace through leadership to promote a fulfilling workplace.

This study represents a pioneering effort to integrate the relationship between IL and SWL within the Indian context, going beyond the existing literature on WI and SWL. Additionally, the research model explores the influence of WI and CS in the IL–SWL relationship, a novel approach that has not been previously investigated.

In today’s competitive environment, understanding employee well-being and work engagement (WE) is crucial. This study explores the relationship between values, well-being and WE within positive organizational behavior (POB). The research aims to provide insights for promoting employee well-being and enhancing WE.

Using a cross-sectional approach, three hundred and seventy-two teachers from higher education institutes in India participated by completing questionnaires. Covariance-based structural equation modeling (CB-SEM) was employed to examine the mediation effect.

Human values i.e. benevolence (BE) and universalism (UN) significantly impacted teachers' WE. These relationships were mediated by positive emotions (PE), negative emotions (NE) and satisfaction with life (SWL). Interestingly, UN exhibited a positive relationship with PE and SWL and a negative relationship with NE. These findings contradict existing theories and may be attributed to India’s cultural aspects, particularly the concept of karma orientation.

The quantitative results obtained through CB-SEM could be complemented by future qualitative studies. Employing longitudinal research might yield different results. Generalizing the findings to other populations requires caution.

Institutions should prioritize human values in teacher recruitment and development to improve engagement. Promoting PE, managing NE and enhancing SWL can boost WE. Future research should explore mediation with other variables and use longitudinal studies to understand cultural impact and intervention strategies.

The study contributes to knowledge on WE within positive organizational behavior by examining BE and UN. Additionally, exploring the mediating effect of PE, NE and SWL adds further value.

Interpersonal stressors are a major source of stress for East Asian workers. It is still a major management issue in hospital management. This study focuses on clarifying the stress response processes of interpersonal stressors. The moderating effects of gratitude and employee assistance programs were considered.

Questionnaires were distributed to hospital workers in a regional hospital in the city; a total of 288 valid and matched surveys were collected.

The results showed interpersonal stressors negatively affected job satisfaction, and interpersonal resources positively affected intention to stay and job satisfaction. In addition, gratitude had a moderating effect on the relationship between interpersonal stressors and emotional burnout, and awareness of employee assistant programs had a moderating effect on the relationship between interpersonal resources and work engagement.

This study seeks to elucidate the working conditions of nurses and may serve as a reference for hospitals in implementing or drafting labor conditions and policies for stress management.

Communication with employees during times of crisis has become a crucial aspect of crisis management for building organizational resilience knowledge. Thus, explaining how internal crisis management promotes positive employee behaviour has become imperative. This study aims to investigate the relationship between internal crisis communication, job engagement, Organizational Citizenship Behaviour towards the Environment, Communicative behaviour for sensemaking and sensegiving and organizational resilience.

An online survey was conducted with 483 full-time employees in Pakistan. The structural equation modelling technique was employed to assess the study's hypotheses.

The findings of this study demonstrate that internal crisis communication can boost employee job engagement, organizational citizenship behaviour towards environment, sensemaking and sensegiving, which will also have a downstream effect on organizational resilience.

The findings of this study indicated that effective internal communication can aid managers in making well-informed decisions, coordinating response efforts and disseminating vital information to relevant stakeholders. As a result, this study contributes to the literature on internal crisis management by incorporating employee behavioural intention towards the environment. It provides managers and practitioners with knowledge on managing employees during a crisis.

Surprisingly, the conservation of resource theory (COR) does not explain communicative conduct (sensegiving) and environmental (e.g. organizational citizenship behaviour towards environment) components. This research combines the tenets of COR theory that have yet to be researched with the employees' environmental responses element. The mechanisms of cognition and communication were also ignored in earlier studies. This study sheds light on the process through which higher levels of job engagement, organizational citizenship behaviour towards environment and the capacity for comprehension (e.g. sensemaking) and meaning-transmission (e.g. sensegiving) ultimately help organizations navigate the crisis successfully.