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Article
Publication date: 20 March 2017

Jeffrey Joseph Haynie, C. Brian Flynn and Shawn Mauldin

The authors examined the simultaneous indirect effects of proactive personality (PP) and core self-evaluations (CSEs) on the work outcomes of employee task performance and…

Abstract

Purpose

The authors examined the simultaneous indirect effects of proactive personality (PP) and core self-evaluations (CSEs) on the work outcomes of employee task performance and affective organizational commitment (AOC) via job engagement. Additionally, the authors tested the potential energizing capacity of high negative work affect in this process. The paper aims to discuss these issues.

Design/methodology/approach

Data were collected from a sample of teachers in the South-Eastern USA (n=193). The online survey assessed PP, CSE, work affect, job engagement and AOC. Employee task performance was obtained from archival sources.

Findings

The results indicated that job engagement mediated the relationships of PP and CSE with employee task performance and AOC. Additionally, negative work affect strengthened the PP-job engagement-work outcomes relationship when it was high.

Research limitations/implications

PP and CSE individuals appear to devote their job engagement energies for differing reasons. These distinctions are further supported by high negative work affect being found to bolster the PP-job engagement-work outcomes relationship only. Future research should continue to investigate the unique contributions made by PP and CSE to job engagement.

Originality/value

By examining PP, CSE, negative work affect and job engagement within a conservation of resources (COR) lens, the authors were able to further distinguish through interpretation of the findings the motivational aspects of PP and CSE as well as providing an instance where negative work affect can incite additional job engagement.

Details

Management Decision, vol. 55 no. 2
Type: Research Article
ISSN: 0025-1747

Keywords

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Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-868-1

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Book part
Publication date: 7 October 2019

Thomas G. Noland, Shawn Mauldin and Robert L. Braun

The purpose of this study is twofold. The first purpose is to inform faculty who are thinking of becoming a department head about the challenges they face if they choose…

Abstract

The purpose of this study is twofold. The first purpose is to inform faculty who are thinking of becoming a department head about the challenges they face if they choose to pursue a department head opportunity. The second purpose is to provide insight into the leadership of the accounting departments by looking at various workload aspects of department heads. The authors surveyed accounting department heads from programs with the Association to Advance Collegiate Schools of Business (AACSB) accounting accreditation, AACSB business only accreditation, and non-AACSB accreditation. Surveys were sent to 918 individuals listed as the leader of an accounting program in the 2016–2017 Hasselback Accounting Directory with 144 individuals responding (15.7% response rate). In addition to the workload of the department head in the areas of teaching, research, and service, the study analyzed the major challenges and difficulties the department head faces. The study also sought responses from survey participants on additional issues such as the benefits of AACSB accreditation and compensation.

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Book part
Publication date: 7 October 2019

Abstract

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78973-394-5

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Book part
Publication date: 18 December 2004

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-868-1

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Book part
Publication date: 5 October 2020

Abstract

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-83867-236-2

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Book part
Publication date: 24 August 2011

Robert W. Rutledge, Khondkar E. Karim and Alan Reinstein

This study examines possible influences on the level of collaboration in published research by the most productive authors of accounting literature. Understanding the…

Abstract

This study examines possible influences on the level of collaboration in published research by the most productive authors of accounting literature. Understanding the collaboration tendencies of these authors should benefit early-career-stage accounting faculty. Seven factors are examined for the publications of 93 of the most productive accounting authors. These productive authors are found to include fewer coauthors on their publications early in their careers. The number of coauthors increases through their first 16 to 17 years and then decreases through the remainder of their careers. The results also indicate that productive accounting researchers include a greater number of coauthors on more recently published articles and on longer articles. Fewer coauthors are included when a productive author is affiliated with a “top-10” university or on articles published in highly ranked accounting journals. Lastly, the results show that prolific authors seek out coauthorship throughout their careers and usually include one or more coauthors on their publications. Implications from these results and specific suggestions for accounting faculty are discussed.

Details

Advances in Accounting Behavioral Research
Type: Book
ISBN: 978-1-78052-086-5

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Book part
Publication date: 17 December 2016

Abstract

Details

Sociology Looking at Disability: What Did We Know and When Did We Know it
Type: Book
ISBN: 978-1-78635-478-5

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