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How does self-efficacy affect employee well-being? The purpose of this paper is to increase insight in the underlying process between employee self-efficacy and well-being at work (i.e. emotional exhaustion and job satisfaction) by investigating the mediating role of employees’ engagement in reflection and rumination.

A representative sample of the Dutch working population (n=506) filled out an online questionnaire. Structural equation modeling was used to test the measurement model and research model.

As predicted, self-efficacy was significantly related to emotional exhaustion and job satisfaction. Rumination mediated the self-efficacy-exhaustion relationship. Reflection did not serve as a mediator; although reflection was predicted by self-efficacy, it was unrelated to exhaustion and job satisfaction.

This cross-sectional study was restricted to self-report measures. Longitudinal research is needed to validate the findings and to further investigate the relationship between reflection and rumination.

Organizations might try to support their employees’ well-being through interventions that strengthen employees’ self-efficacy, and prevent or decrease rumination.

This study increases the understanding of the role of reflection and rumination at work. The findings indicate that self-reflection can have positive as well as negative outcomes.

Based on social information processing (SIP) theory, this study explores the cross-level effect of high-involvement work practices (HIWPs) on employee innovative behavior by studying the mediating role of self-reflection/rumination and the moderating role of transactive memory system (TMS).

This study collects data from 452 employees and their direct supervisors in 94 work units, and tests a cross-level moderated mediation model using multilevel path analysis.

The results suggest that HIWPs significantly contribute to employee innovative behavior. Both self-reflection and self-rumination mediate the above relationship. TMS not only positively moderates the relationship between HIWPs and self-reflection, but also reinforces the linkage of HIWPs. →self-reflection→employee innovative behavior. Furthermore, TMS negatively moderates the relationship between HIWPs and self-rumination, and attenuates the mediating effect of self-rumination.

The study suggests that enterprises should invest more in promoting HIWPs and TMS in the workplace. Furthermore, managers should provide employees training programs to enhance their self-reflection, as well as lower self-rumination, in order to facilitate employee innovative behavior.

This research identifies self-reflection and self-rumination as key mediators that link HIWPs to employee innovative behavior and reveals the moderating role of TMS in the process.

The aim of this paper is to develop a tool measuring individual intellectual capital (IIC) and investigate the relationship between self-reflection and IIC.

This study developed a theoretical model based on social cognitive theory and the literature of self-reflection and intellectual capital (IC). This research collected responses from 502 dyads of employees and their direct supervisors in 150 firms in China, and the study tested the research model using structural equation modeling (SEM).

The results indicate that three components of self-reflection, namely, need for self-reflection, engagement in self-reflection and insight, significantly contribute to all the three components of IIC, such as individual human capital, individual structural capital and individual relational capital. The findings suggest that need for self-reflection is the weakest component to impact individual human capital and individual relationship capital, while insight is the one that mostly enhances individual structural capital.

This paper suggests that managers can enhance employees' IIC by facilitating their self-reflection. Managers can develop appropriate strategies based on findings of this study, to achieve their specific goals.

First, this study develops a tool for measuring IIC. Second, this study provides an enriched theoretical explanation on the relationship between self-reflection and IIC – by showing that the three subdimensions of self-reflection, such as need, engagement and insight, influence the three subdimensions of IIC, such as individual human capital, individual structural capital and individual relational capital.

The purpose of this paper is to ask how we can think about critical reflection as a pedagogical practice given the “confessional turn”. By the “confessional turn” the author refers to the idea that “subjective, autobiographical and confessional modes of expression” have expanded exponentially across a wide range of social spheres, including education, the legal system, the media and the workplace. Examining these developments, this paper asks what these debates on critical reflection and confession mean for pedagogical practice.

The main approach is a review of key debates in the literature on critical reflection and also in the wider social sciences.

The discussion compares different debates. Thus it shows that for critics, the turn to the “first person” technologies is narcissistic, psychologistic and de‐politicising. On this view, critical reflective practice might be understood as an individualistic and individualising pedagogy in spite of its claims to be critical. The paper discusses how in contrast, others see this move to talk about the subjective and the self as an extension of the feminist project of the personal is political – i.e. that personal stories, feelings and issues have social and political roots and consequences. For them, reflection can be critical, leading to political consciousness‐raising, i.e. a new awareness about social, political and personal processes. It finishes by examining the view that the idea of reflexivity might help us out of the conflict between these debates.

The paper poses a number of questions in relation to critical reflection that can be taken up by practitioners in the field.

The paper brings new literature to bear on the practice of critical reflection and raises important questions relevant to academics and practitioners.

This paper aims to examine the effect of self-reflection on employee creativity in China. The authors identify individual intellectual capital (IIC) as a mediator and concerns for face as a moderator for this relationship.

A sample of 351 dyads of full-time employees and their immediate supervisors from various Chinese companies were surveyed. Regression analysis and structural equation modeling were used to test the research model.

Three dimensions of self-reflection significantly affect IIC and subsequently lead to employee creativity; IIC mediates the relationship between three dimensions of self-reflection and employee creativity; concern for face negatively moderates the effect of IIC on employee creativity.

Managers can facilitate employees’ creativity by motivating them to conduct self-reflection and develop IIC, and by nurturing a safe atmosphere that allows individuals to take risks without losing face.

This is one of the first empirical studies to investigate the mediating effects of IIC and the moderating effects of concerns for face on the relationship between self-reflection and creativity.

Since the publication of Schon’s (1984) landmark text The Reflective Practitioner, there has been a surge in research literature demonstrating reflection as an essential “best practice” for teachers. However, it often feels as if reflection is forced into our lives or we happen upon it at inopportune times, creating a contradiction of un/predictability – it is touted as crucial but afforded only particular spaces or purposes, while it sneaks into our lives at inappropriate times. From our perspective, this indicates underlying flawed modernist and humanist logics at work in conceptualizations of teacher and teachers’ work –we cannot plan on bodies in motion being predictable, and just because reflection seems located in the mind, does not mean the human is solely involved in reflection. The purpose of this chapter is to explore reflexivity as un/predictable in order to generate new possibilities and potential that are not bound by modernism’s penchant toward structure and humanism’s myopic self-awareness. Via co/autoethnography, we present individual narratives illustrating our relationships with reflexivity in various spaces of our lives. By using various types of mirrors (e.g., classic mirror, interrogation mirror, window as mirror, water as mirror) as analytical devices, we illustrate reflexivity as embodied processes that emerge un/predictably as we traverse various geotemporal–political locations and engage with other human, non-human and material bodies. By recasting reflexivity as dynamic and fluid, we raise possibilities for spontaneously incorporating reflexivity into teaching–learning and research, thereby untethering critical reflection from modernist and humanist logics that attempt to corral reflection into discrete activities and truncate its potential for transforming praxis.

The purpose of this research is to report on research that explores the use of structured self‐reflection to nurture moral consciousness as a means of enhancing the moral leadership capacity of existing school principals.

Given that this research focuses on each participant's subjective reality, the epistemology of pragmatic constructivism was chosen to guide this qualitative study supported by the theoretical perspective of symbolic interactionism. Furthermore, a case study was chosen as the appropriate orchestrating perspective and an opportunistic sample of six school principals formed the participants in this case study.

Data from this research support the view that the moral consciousness of each of the participating principals in this study was clearly enhanced by their experience of structured self‐reflection.

Due to the demanding nature of structured self‐reflection this approach takes a considerable amount of time. Also, as the reflection process is a very personal experience, the amount of time taken will vary noticeably amongst the participants. In addition, the ethical implications in facilitating structured self‐reflection are an extremely important implication. Participants must be made fully aware of the nature of such an experience so that not only can they voluntarily choose not to participate but also that they avoid reflecting on past experiences that engender sadness or anxiety within them should they choose to participate.

Given the strong moral expectations now demanded of contemporary leaders, which implies that this is not a natural trait, structured self‐reflection affords a clearly achievable means for nurturing a leader's moral consciousness as an essential step in their professional development in moral leadership.

The paper addresses the acknowledged blank spot in moral leadership research by providing a practical and effective way for positively influencing the leader's moral leadership development.

Prior research has suggested that abusive supervision has negative impacts on various work outcomes. However, little attention has been paid to the relationship between abusive supervision and employees’ safety behaviour. The purpose of this study is, therefore, to address these limitations by developing and testing a theoretically based conceptual model that explicitly considers the underlying mechanism and boundary condition of the relationship between abusive supervision and safety behaviour of underground coal miners in China.

At Time 1, the authors conducted a survey of 630 employees to assess their supervisors’ abusive leadership behaviours, their own power distance beliefs and their self-reflection. At Time 2, the authros sent questionnaires to the leaders and invited them to evaluate employees’ safety behaviour in the workplace. After cleaning the survey data, the authors tested our model using a multi-level analysis on a sample (n = 458) of underground miners across 96 coal mining sites in China.

The authors propose that abusive supervision decreases employees’ safety compliance/participation by reducing reflection but strengthening rumination. The authors further find that the linkage from abusive supervision to reflection/rumination to safety compliance/participation is affected by power distance.

To the best of the authors’ knowledge, This is one of the first empirical studies to investigate the mediating effects of a deep cognitive processing variable – namely, self-reflection – and the moderating effects of power distance on the relationship between abusive supervision and safety behaviour.

This qualitative study was an exploration on the process of self-reflection on identity. The purpose of this paper is to see how mirrors could be used as a therapeutic tool and a meta-physical bridge to one's inner consciousness.

An intergenerational expressive arts group (n=12) was organized around the question of identity. Following an open-discussion around the topic of identity, participants were asked to decorate a mirror with words, images, and/or symbols while reflecting on the question, “Who am I?” A post-session interview was conducted regarding participant's experiences during the creative process.

The results indicated that mirrors can be used to connect to one's inner thoughts and feelings on the question of identity. Three core themes in the process of self-reflection on identity were revealed which included introspection and self-concern, connection and attachment to something or someone other than self, and taking action to help others.

This study was limited not only in size, but also in cultural diversity and disparity of age range. Although this study was limited, it provided a useful indicator for identifying core themes in the process of self-reflection on identity.

While there have been no studies on the therapeutic use of mirrors as a tool for self-reflection and limited intergenerational studies with pre-adolescent and adolescent students and older adults, results from this study will add to the body of expressive arts literature by providing a new metaphor for mirrors as a therapeutic tool for self-reflection on identity.

Based on social cognitive theory, this study aims to explore the effect of authentic leadership on employee green creativity by studying the mediating role of reflection and rumination and the moderating role of psychological capital.

This study used experience sampling methodology to test hypothesis. Specifically, this study applied two-level path analysis to analyze 1,290 observations from 129 employees.

The results show that authentic leadership positively influences reflection but negatively influences rumination, which in turn impact employees’ green creativity. Psychological capital positively moderates the effects of authentic leadership on reflection and negatively moderates the effects of authentic leadership on rumination. Furthermore, psychological capital moderates the linkages between authentic leadership, self-reflection and employee green creativity.

Organizations should make efforts in promoting authentic leadership and recruiting employees who possess high psychological capital. Moreover, managers can make effective efforts to stimulate employees’ reflection and mitigate rumination, thereby facilitating organizational sustainable development.

In investigating green issues related to employees’ daily cognitive processes, this study focuses on within-personal reaction mechanism to authentic leadership, concerning the moderating effect of individual psychological capital.