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Extant research indicates that fear of missing out (FoMO) caused by the negative influence of media and word-of-mouth (WOM) leads to panic buying and generates a negative impact on consumer well-being. However, the mechanism that can minimise or abort this impact remains understudied. Therefore, in this study, we examine how consumer self-regulation functions as a brake mechanism to intervene with the negative influences of media and WOM on FoMO.

Data were collected from a representative sample in Australia. Hypotheses were tested by applying generalised structural equation modelling (GSEM), and analysis was conducted using the statistical software Stata 17.

Self-regulation is negatively influenced by media channels and WOM but is positively influenced by media content. Consumer self-regulation acts as a brake mechanism for FoMO. Panic buying, which is triggered by FoMO, has a significant impact on negative emotional well-being.

The limitations of the study are associated with the survey data collection.

We extend the knowledge of how self-regulation works as a brake mechanism for the complex FoMO construct consisting of a perception of missing out accompanied by irrational behaviours. Self-regulation emerges as a brake mechanism for FoMO. Hence, if self-regulation is practiced at the inception of the media and WOM exposure, it can counteract FoMO and potentially abort its’ impact on panic buying.

From a practical perspective, policymakers could help emotionally vulnerable individuals better engage in self-control practices through support programmes and workshops aimed at assisting the public in coping with overwhelming and intense adverse emotions experienced during and following various crises. Vulnerable cohorts, particularly the younger generation who are arguably more susceptible to FoMO, need to be studied more thoroughly in the marketing domain.

The role of self-regulation has been studied thinly in marketing literature, particularly in relation to offsetting irrational consumer behaviours. The originality of our study is that it extends and broadens the understanding of the role of self-regulation in the context of pandemics and addresses the inconclusive evidence of the impact of self-regulation on FoMO.

In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

This study examines the antecedents and dynamics of authoritarian leadership and extends the effects of managers' sleep quality to employee behavior.

On the basis of self-regulation theory, 513 unit day samples were analyzed using cross-level path analysis and a Monte Carlo simulation test.

Managers' sleep quality is positively related to authoritarian leadership and positive emotions play a mediating role. Authoritarian leadership is positively related to employees' counterproductive behavior. Managers' sleep quality affects employees' counterproductive behavior through managers' positive emotions and authoritarian leadership.

Individuals should learn to reduce stress and maintain a positive mood. Organizations should reduce employees' overtime work and work stress and find other ways to improve employees' sleep quality.

First, we considered authoritarian leadership to be dynamic and studied it on a daily basis. Second, we studied the antecedents of authoritarian leadership from the perspective of leaders' states (sleep quality and emotions). Third, we discussed the effect of managers' sleep quality on employee behavior.

The primary objective of this chapter is to synthesize and organize prevailing theoretical perspectives on metacognition into a framework that can enhance understanding of metacognitive phenomena, with the aim of stimulating future research in the field of organizational behavior and human resources management (OBHRM). The author starts with a review of the history of metacognition research, distinguishing it from related theoretical constructs such as cognition, executive function, and self-regulation. Following this, the author outlines five constituent elements of metacognition – metacognitive knowledge, metacognitive experiences, metacognitive monitoring, a dynamic mental model, and metacognitive control – with discussions on their interrelationships and respective functions. Two approaches to metacognition, a process approach and an individual-difference approach, are then presented, summarizing key questions and findings from each. Finally, three broad directions for future research in OBHRM are proposed: examining metacognitive processes, considering mechanisms beyond learning to explain the effects of metacognition, and exploring both domain-specific and general metacognitive knowledge and skills. The implications of these research directions for personnel and human resources management practices are discussed.

The purpose of this study was to explore the effects of cyber incivility on adverse work outcomes of work withdrawal and turnover intention. Specifically, we draw on self-determination theory and conservation of resources theory to examine the mediating roles of basic need satisfaction and burnout in the relationship between cyber incivility and work outcomes.

We used Mplus 7.4 software with a maximum likelihood robust (MLR) estimator to test the structural equation modeling. We followed Anderson and Gerbing’s guidelines to test the hypotheses.

The results based on time-lagged data from 685 full-time workers in the United States provide support for the hypotheses that cyber incivility is indirectly associated with work withdrawal and turnover intention through basic need satisfaction and burnout. We also found that for individuals with high conscientiousness, the negative direct effect of cyber incivility on basic need satisfaction and the positive indirect effects of cyber incivility on work withdrawal and turnover intention through basic need satisfaction and burnout are stronger than for individuals with lower conscientiousness.

Our research revealed that when employees experience cyber incivility, they enter a defensive mode to protect their already stretched resources from unfulfilled basic need satisfaction. Specifically, experiencing cyber incivility interferes with meeting basic need satisfaction and leads to burnout, which, in turn, triggers defensive work withdrawal and turnover intention.

Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts.

We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study’s approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation.

The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches.

Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students.

The study promotes equitable education, which eventually promotes learning outcomes of the students.

We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

The purpose of this study is to investigate whether athletic identity contributes to discretionary effort among employees. Athletic identities have long been associated with “giving 110 percent” by exerting high levels of discretionary effort. In response, a growing number of organizations have enacted recruiting programs to specifically seek out prospective employees among individuals who are likely to exhibit strong athletic identities. However, the belief that strong athletic identities will spill over to greater discretionary effort at work has not received systematic examination.

Drawing on a field study of over 1,000 working professionals across various countries and industries, the current study explored whether athletic identity was predictive of discretionary work effort through behavioral self-control and locus of control. Bootstrapping procedures that are robust to any normality distribution violations were implemented.

Results suggest that athletic identity indirectly influences employee discretionary work effort through higher behavioral self-control and a more internal locus of control. These effects were found even when controlling for actual weekly metabolic energy expenditure, age, gender and education.

This study supports the relationship between athletic identity and discretionary effort in the workplace, mediated by greater self-regulation and internal locus of control when compared to those with weaker athletic identities. Importantly, these results were found even while controlling for actual metabolic activity, suggesting that identifying as an athlete is associated with greater internal locus of control and behavioral regulation independent of actual current physical activity. The findings suggest support for human resource practices that prioritize recruiting individuals with strong athletic identities.

This study aims to examine the mediating role of trainer preparation in the effect employee trainer self-efficacy has on trainer performance.

Using a census, data was collected from internal employee trainers in two universities in Ghana. In testing the hypotheses, a structural equation modelling based on 10,000 bootstrap samples was used, and the BCa confidence intervals were used to establish the significance of the hypotheses.

This study revealed trainer preparation as a complementary partial mediator in the effect trainee engagement self-efficacy and instruction self-efficacy had on trainer performance. In addition, the importance–performance map analyses demonstrated that the factor with the most importance in the model was instruction self-efficacy, yet it was not the highest-performing factor.

This study highlights the mediating role played by preparation in the effect of trainer self-efficacy on trainer performance. In addition, it adds to the dearth of studies that focus on employee trainers while at the same time using data from the trainers themselves.

This research used a temporal approach to operationalize employee engagement, capturing subjective/objective time of the day and day of the week to analyze the dynamic patterns of employees’ daily/weekly well-being, basic needs satisfaction, and situational work motivation under the integrated framework of self-determination theory.

Multi-level data was collected using the survey structure outlined under the day reconstruction methodology (DRM) with samples of Canadian part-time working undergraduate students and full-time US corporate employees (1980 work episodes reported by 321 participants).

Multi-level confirmatory factorial analysis results supported the measurement invariance for within-person variables in all the working episodes across the US and Canada samples. Structural equation modeling path analysis results, using the within-person variables, captured the daily temporal patterns that employees’ well-being (vitality and positive affect), basic psychological needs (autonomy and relatedness), and situational autonomous motivation started at a high level and decreased with both subjective and objective time of the day. Negative affect showed asymmetric daily and weekly temporal patterns compared to positive affect. A few indirect paths were found, including one from the subjective time of the day to employee well-being (vitality and affect) via situational autonomous motivation and another one from the day of the week to vitality and positive affect via relatedness needs satisfaction and situational autonomous motivation.

The socio-cultural and business impacts of work scheduling practices and implications for theory-driven, evidence-based organizational development practices were discussed together with the research limitations.

Results on how the variations in self-regulation during the performance of different work tasks in a single work event help practitioners to connect repeated situational motivational change patterns to effective supervision. HR business partner can also utilize such findings to shape evidence-based practice to improve employee engagement.

This research is one of the few pioneer studies to look into how temporal factors, such as work scheduling, affect employees' well-being through the dynamic understanding of the mediated path model from time to employee well-being via psychological engagement conditions such as motivation and needs satisfaction.

Based on self-regulation theory, this study aims to investigate the relationship between authentic leadership and help-seeking behavior, as well as the mediating effect of proactive goal regulation and the moderating effect of leader identification.

We conducted a questionnaire survey on 489 employees from 94 teams and tested our research model through multi-level pathway analysis.

The analysis results suggest that (1) authentic leadership positively relates to employees’ proactive goal regulation; (2) employees’ proactive goal regulation positively relates to their autonomous (dependent) help-seeking behavior; (3) employees’ proactive goal regulation plays an intermediary role between authentic leadership and help-seeking behavior; (4) leader identification positively moderates the influence of authentic leadership on employees’ proactive goal regulation and (5) leader identification positively moderates the indirect relationship between authentic leadership and employees’ help-seeking behavior through employees’ proactive goal regulation.

Based on the findings of this study, organizations should foster authentic leadership in workplace to promote employees’ help-seeking behavior. In addition, managers should also attach importance to proactive goal regulation in promoting help-seeking behavior and leader identification in enhancing the positive influence of authentic leadership on employees’ proactive goal regulation.

This study finds that proactive goal regulation plays a key mediating role between authentic leadership and help-seeking behavior, and reveals the role of leader identification in reinforcing the positive impact of authentic leadership on help-seeking behavior.