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The purpose of this study is to clarify why business travel has ambivalent effects on occupational well-being. We examine associations between business travel, career satisfaction and turnover intentions, as well as the mediating role of functional and dysfunctional coping strategies.

We collected four waves of data across three months from 676 employees (n = 147 business travelers who traveled for work at least once during the study period; n = 529 non-travelers) working in various industries and managerial positions.

Consistent with expectations, the greater the extent of business travel, the higher both career satisfaction (mediated by higher emotional and instrumental support, positive reframing, and substance use, and lower venting and self-distraction, denial and self-blame, and behavioral disengagement) and turnover intentions (mediated by higher active coping and planning, venting and self-distraction, behavioral disengagement, and lower positive reframing).

Findings reveal that business travel presents an ambivalent psychological experience and point to the importance of obtaining and using a coping portfolio in this context.

This study addresses functional and dysfunctional coping as unexplored mediating mechanisms between business travel, career satisfaction, and turnover intentions and provides new insights for research and practice on business travel.

The primary objective of this investigation was to explore how employees’ utilization of social media for work-related purposes impacts their service innovation behavior, both directly and through the intermediary mechanisms of knowledge management and employees’ risk-taking.

In developing its conceptual framework, this study has drawn upon the stimulus-organism-response (SOR) theory. To test its hypotheses, this study has surveyed 241 financial analysts from ten Iranian financial companies and has employed variance-based structural equation modeling (specifically, PLS-SEM) with the assistance of “WarpPLS 8.0 software.”

The findings revealed that employees’ work-related use of social media positively influences their service innovation behavior using knowledge management, encompassing knowledge sharing and acquisition capability as well as employee risk-taking. However, this influence is not directly significant.

To the best of our knowledge, this study marks the first instance in which the effect of work-related use of social media on employee service innovation behavior directly and through the mediating roles of knowledge management and risk-taking has been investigated through the lens of the SOR paradigm, especially in the financial sector.

Organizational justice plays a crucial role in shaping employee work attitudes. This study examines how and when procedural, distributive, interpersonal, and informational justice affects employees’ affective commitment and work engagement. The research is grounded in an extended job demands-resources model, incorporating the social identity theory. The integrated model hypothesizes that all four dimensions of organizational justice positively influence employees’ commitment and engagement by fostering organizational identification. Furthermore, it is posited that this cognitive-affective process is particularly significant when employees face high job demands, as opposed to low job demands.

A three-wave prospective study was conducted with a sample of 400 employees in the social and personal services industry in Hong Kong, China. Data were collected at baseline, three months, and one year.

The findings support the hypothesized conditional indirect associations between organizational justice (procedural, distributive, and informational justice) and both measures of work attitudes.

This study highlights the importance of fair, ethical, and just procedures, resource distribution, and communication in organizations, particularly in stressful industries. Employers and supervisors are encouraged to adopt employee-oriented management practices, foster positive leader-member exchange relationships, and acknowledge and reward valuable contributions.

This study contributes to the existing literature on organizational justice by elucidating its underlying cognitive-affective mechanism and identifying the boundary conditions under which it operates.

This paper aims to examine two indirect mechanisms through which employees' perceptions of high-performance work systems (HPWS) foster employees' innovative behaviour (IB). Particularly, this study analyses the sequential mediating role of work engagement and knowledge-sharing in this relationship at the individual level.

Using researchers and professors working at a Spanish state university as an empirical sample and applying partial least squares structural equation modelling (PLS-SEM), the authors test hypotheses regarding the impact of the indirect and sequential effect of engagement and knowledge-sharing on the relationship between employees' perceptions of HPWS and IB.

Findings indicate the existence of a sequential mediating effect of work engagement and knowledge-sharing. The authors' results suggest that the existence of engagement is necessary for the influence of HPWS on IB to become effective.

The authors' results also highlighted the importance of suitable design and implementation for HPWS so that employees feel motivated and dedicated to their work.

The authors' findings contribute to the understanding of the mechanisms by which HPWS enhance employees' IB, and the results are especially salient in advancing the theoretical understanding of how HPWS, engagement and knowledge-sharing are relevant variables for IB.

本文擬探討兩個間接機制,透過這兩個機制,僱員對高績效工作系統的看法,會促進其創新行為。具體地說,本文擬分析在個人層面上,工作參與和知識共享在高績效工作系統與創新行為之間的關係中所扮演的有序中介角色 。

我們以於一所西班牙州立大學工作的研究人員和教授為實證樣本,並使用偏最小平方法的結構方程模型 (PLS-SEM) 來進行研究。研究乃對一些假設進行試驗。這些假設,是關於工作參與和知識共享對高績效工作系統與創新行為之間關係的間接順序效應之影響。

研究結果顯示、工作參與和知識共享有其有序的中介效應。

我們的研究結果暗示、若要使高績效工作系統能有效地影響創新行為,工作參與是不可或缺的。

研究結果也強調了若要僱員盡心盡力、抱有積極的工作態度,企業必須設計合適的高績效工作系統,並予以有效的執行。

本研究的結果,幫助我們了解高績效工作系統能增強僱員創新行為的機制; 更重要的是,研究結果促進了我們對高績效工作系統、工作參與和知識共享作為創新行為的相關變數的理論理解。

The primary aim of this research is to analyse the impact of family-supportive supervisor behaviours (FSSB) on the level of life satisfaction among individuals working in the police force. FSSB is informal support by supervisors, which is an emerging topic. Further, this study examines the intermediary role of career calling and job embeddedness in the association between supportive family behaviours of supervisors and life satisfaction. However, only limited studies have been conducted on how informal support by the supervisor performs for police personnel. This research aims to fill this gap.

For the purpose of data collection from police personnel, we used a structured questionnaire. Variance-based partial least squares structural equational modelling (PLS-SEM) methodology was applied using SmartPLS software to investigate the conceptual model of the study. Additionally, using importance-performance map analysis (IMPA), we evaluate the importance and performance of each construct.

The data analysis findings indicate that job embeddedness and career calling function as complete mediating factors in the association between FSSB and life satisfaction. Additionally, the study revealed that career calling is the most performing construct for promoting life satisfaction but is not perceived as important by the police department.

According to the authors’ knowledge, there has been no research in the Indian context that examines the effects of supervisor family supportive behaviours, especially among police. The incorporation of career calling and job embeddedness as mediators provides a novel perspective in the examination of the correlation between FSSB and life satisfaction.

This literature review aims to explore the various aspects of psychological capital (PsyCap), including its theoretical foundations, measurement methods, and the factors directly associated with PsyCap.

The approach employed in this study is scientific document synthesis, with a specific emphasis on scholarly articles published between 2001 and 2023. The selection of articles is limited to those published in internationally renowned journals that are indexed by reputable databases, including ISI (WoS) and SJR (Scopus).

Psychological capital is closely linked to other concepts at different levels. Scholars are investigating various factors associated with PsyCap, including health, project success, service marketing, banking services. It is important to note that different research areas have varying conceptualizations and scales when it comes to PsyCap.

This literature review of related studies reveals a growing global interest among researchers in the concept of positive psychological capital. The research results have shown significant interest in the items related to PsyCap, and and the factors directly associated with it, including antecedents, mediators, moderators, and outcomes.

Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.

In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.

Teachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.

This article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

In the current context of change, leadership is significant in developing employees' commitment to change. In this work, the authors analysed the relationship between inclusive leadership and commitment to change and the mediating effect of job satisfaction between inclusive leadership and commitment to change.

Through a questionnaire, 256 employees from Brazil and Spain were interviewed. The hypotheses were tested through structural equations.

The results indicated that inclusive leadership is related to individuals' commitment to change and that job satisfaction mediates the relationship between leadership and commitment to change.

This research contributes to the literature on organisational change behaviour and the relationship between two critical contents – leadership and commitment to change – and points out the role of job satisfaction in this relationship. In addition, this work incorporates the variable country culture into the analysis model; however, it is not found to be statistically significant.

在目前改革的環境裡,若要培育僱員負起改革的承諾,領導者的素質和能力是甚為重要的。本研究擬探討並分析包容性領導與改革承諾之間的關係,以及工作滿足感在包容性領導與改革承諾之間的中介效應。

研究人員透過問卷、訪問了256名來自巴西和西班牙的僱員。各假設均以結構方程式來進行測試。

研究結果顯示、包容性領導與個別員工的改革承諾是有關聯的; 另外,工作滿足感是會於領導與員工的改革承諾之間起中介效應。

本研究在關於組織變革行為與兩個關鍵內容 (分別為領導和改革承諾) 之間的關係的學術文獻上作出了貢獻。研究亦指出、工作滿足感在領導與改革承諾之間所扮演的角色。再者,本研究把國家的文化這個變數納入研究的分析模型內; 唯研究結果顯示、國家的文化在統計學上不成立。

The economic, financial and social crisis has heightened researchers' interest in the importance of organizational sustainability and resources (e.g. work engagement and psychological capital) for performance. Despite some studies demonstrating the significance of resources, such as work engagement and psychological capital, for workers’ performance, there is limited knowledge regarding the role of organizational sustainability practices (OSP) in the relationship mentioned above. Therefore, this study drew upon the social identity theory to conceptualize and test the mediating role of work engagement in the relationship between OSP and performance (both task and adaptive). Based on the conservation of resources theory, it was hypothesized that a worker's resource – psychological capital – would moderate the indirect relationship between social responsibility practices and performance (both task and adaptive).

To test the proposed model, 304 adults participated in a two-wave study.

The results supported the hypotheses, revealing that OSP had a positive and significant relationship with task and adaptive performance, occurring through work engagement. Furthermore, the indirect relationship between OSP and performance task and adaptive through work engagement was moderated by psychological capital, such that the relationship became stronger for workers with lower levels of psychological capital.

The relevance of this research lies in its ability to identify the conditions and mechanisms in which corporate social responsibility initiatives are most effective, thereby enabling a more nuanced application of these practices across different sectors and organizational cultures. This study's theoretical and practical implications may assist organizations in devising strategies for implementing social responsibility practices to enhance their outcomes.

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.