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This paper aims to adopt a moderated mediation model to examine the mediation roles of employee engagement and hindrance time pressure; the moderation roles of personality in the relationship between strengths-based psychological climate and employee innovation performance.

Applying snowball sampling and a self-administered survey, the data were collected from employees and immediate supervisors working in Chinese small-medium-sized enterprises. The PROCESS macro for SPSS was applied to examine the moderated mediation model.

The results show that a strengths-based psychological climate significantly influences employee engagement and hindrance time pressure, which, in turn, affects employee innovation performance. Both extroversion and emotional stability moderate the relationship between strengths-based psychological climate, employee engagement and hindrance time pressure but also the indirect effect of strengths-based psychological climate on employee innovation performance through employee engagement and hindrance time pressure.

Drawing on job demands and resources models, this research focusses on maximizing employee strengths instead of weaknesses and includes both two intermediating mechanisms in-between strengths-based psychological climate and innovation performance. Personality variables are applied as moderators, as the study assumes the effectiveness of the strengths-based interventions may vary depends on individual differences.

This study proposes that a strengths-based psychological climate may shift focusses from employee weakness to strengths to maximise their talents. Also, personality variables are suggested to be considered in the related human resource practices (e.g. hiring and performance appraisal) to increase the fit between employees, their jobs and the organisations.

This study develops a moderated mediation model to investigate the possible mediating mechanisms and boundary conditions in relation to the impact of strengths-based psychological climate on employee innovation performance.

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.

The authors describe a hypothetical course that educators can use as a resource and model to (1) inform students about the transformations currently occurring as societies grounded in practices of the 20th century Industrial Age experiment with the emergent systems and structures of the 21st century Innovation Age, (2) identify experiential learning strategies that actively engage students in practicing the collaboration skills they will need to be successful, and (3) expose students to the field of positive psychology to understand their psychological strengths and to learn how to use them strategically to enjoy more success across multiple social networks. These multiple social networks present a complexity to learners that require students to develop a navigational compass. Psychological strengths refer to personality traits and competencies that enable people to do things well. In this three module course, students learn how moments of positive emotion can contribute to the high levels of engagement that occur when operating from strengths. Awareness and use of strengths energize the drive for achievement, sustain resilience, and improve performance. Students systematically identify their strengths and learn to spot strengths in others. In portfolios, they document engaged experiences to understand what truly energizes them and improves productivity. They reflect on how strengths and moments of positive emotion affect their self-esteem and self-efficacy. In class activities, students explore how to deploy strengths effectively in different settings. In the last module, they set goals and work with teams to discover why collaboration and communication are essential to maximizing the value of strengths-based learning in social networks.

This paper aims to show that strength-based theories of memory provide only a partial description of how consumers retrieve brands from memory. Dual-process theories of memory such as the Source of Activation Confusion (SAC) model provide a more robust explanation of brand retrieval by accounting for the separate effects of brand familiarity and category knowledge.

This paper examines brand image associations for 27 brands in three product categories using marketing field data. The authors apply a quasi-experimental approach to divide respondents into four groups based on their levels of brand familiarity and category knowledge. The authors compare brand retrieval for each group to test whether the SAC model, a dual-process theory of memory, or traditional strength-based theories of memory better explain brand retrieval.

Familiar brands are harder to remember when consumers know more about the product category. This effect cannot be explained by strength-based theories of memory, but it is a prediction of the SAC model. This outcome is a critical test that discriminates between competing theories of brand retrieval.

Researchers may draw on the SAC model to identify new ways of analysing brand image data to better understand how consumers retrieve brands from memory. This includes, above all, developing methods to separately measure the effects of brand familiarity and category knowledge.

To maximise the chance that consumers will remember brands, managers of highly familiar brands should avoid promoting category knowledge through their branding and communications strategies. By contrast, managers of less familiar brands should promote category knowledge by linking their brand to episodes of category consumption.

This work illustrates that a quasi-experimental approach can be used to extend quantitative psychological models from laboratory experiments to marketing field data. It also illustrates the use of a critical empirical test to discriminate between competing theories in marketing.

Strengths-based coaching has emerged in past decades as an asset-based approach that can help individuals identify, harness, and leverage their strengths to achieve professional and personal goals. This paper shares the design and outcomes of a year-long strengths-based coaching program to support leadership development within the context of one university’s women’s leadership initiative.

Program outcomes and changes in participants’ perceived confidence in identifying and applying their strengths in different contexts were evaluated through an online survey using a Likert-based REDCap survey tool after participation in the program. Findings strongly suggest that most participants lacked the self-confidence and/or self-awareness to recognize their own strengths in a granular way prior to the program. Themes that emerged in the survey findings point to the following program outcomes: participants gained an increased ability to identify and value one’s own leadership strengths, an increased ability to recognize and value the strengths of others, and a supportive community of women leaders to share experiences and reflect on the application of their strengths as part of their leadership journey.

Further studies are needed to understand and measure how a program such as this can impact one’s leader identity, self-awareness, and self-confidence. Given the critical need for women’s leadership opportunities, this program shows promise as a means to strengthen women’s leadership across career stages and disciplines.

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

The purpose of the current article was to propose the strengths-based human resource (HR) system construct as well as develop and validate the perceived strengths-based HR system scale by using three independent studies.

Study 1 mainly adopted exploratory factor analysis to test whether fifteen items proposed by the authors can represent the perceived strengths-based HR system construct. The aim of Study 2 was to examine the discriminant validity and criteria validity of the fifteen-item perceived strengths-based HR system scale and reliability of this scale. By structural equation modeling analysis, Study 3 primarily tested the incremental predictive validity of the perceived strengths-based HR system for employee performance (i.e. task performance and innovative behavior) after controlling for the perceived high-performance work system (HPWS) and perceived high-commitment work system (HCWS).

Study 1 showed that initial fifteen items of the perceived strengths-based HR system appropriately are loaded on one factor and exhibit a good reliability. Study 2 found that there is good discriminant validity between the perceived strengths-based HR system, perceived organizational support, perceived supervisory career support, and work engagement, and the perceived strengths-based HR system exhibits better convergent validity and criteria validity. Study 3 demonstrated that the perceived strengths-based HR system could significantly predict employee performance (i.e. task performance and innovative behavior) even after controlling for perceived HPWS and HCWS.

The current article contributes to advancing HR theory and research and provides a valuable tool for future empirical research on the strengths-based HR system.

The researchers aim to investigate the role of psychological capital (PsyCap) in facilitating intrinsic motivation and goal-commitment among employees at the workplace, affecting outcome variables, namely, in-role and extra-role job performance.

Data were collected from 640 employees working in the information technology sector of India. Covariance-based structural equation modeling (CB-SEM) was used to test the hypothesized relationships.

Analysis revealed a significant positive impact of PsyCap on the two behavioral facets of job performance. Intrinsic motivation and goal-commitment were found mediating the influence of PsyCap on the two facets of job performance.

The information technology sector is characterised by continuous change. It requires voluntary prosocial behavior from employees, where the employees are expected to display multifaceted job performance behaviors, where they go beyond their job duties to cater for the dynamics of the IT sector. The present study provides means by which intrinsic motivated and goal-committed behavior are facilitated for both the in-role and extra-role job performance.

The present study is among the few preliminary studies that have provided evidence that intrinsic motivation and goal-commitment are the two variables which aid PsyCap in predicting both the prescribed and voluntary job performance behaviors.

This study investigated the relationship of strengths-based leadership with nurses’ turnover intention and the mediating roles of job crafting and work fatigue in the relationship.

Data comprising 318 valid participants from three hospitals in Beijing were gathered at two points in time, spaced by a two-month interval. Structural equation modeling with a bootstrapping analysis was applied to test hypotheses.

This study found that strengths-based leadership negatively relates to nurses’ turnover intention, and job crafting and work fatigue mediate the relationship of strengths-based leadership with turnover intention, respectively.

The findings of this study highlight the importance of strengths-based leadership in decreasing nurses’ turnover intention and reveal two potential mechanisms through which strengths-based leadership is related to nurses’ turnover intention. In order to retain nursing staff better, nurse leaders should execute more strengths-based leadership behaviors and make more efforts to promote nurses’ job crafting and to reduce nurses’ experience of work fatigue.

Although positive psychology emphasizes the importance of reflecting on success in promoting strengths use and self-efficacy, no research has developed a measure of reflection on success. The purpose of this study is to develop and validate the scales for reflection on success and failures.

Study 1 was conducted to extract the dimensions of reflection on success and failures using survey data from nurses (n = 298), whereas Study 2 involved validation of the scales using a two-wave survey of physical therapists (n = 291).

In Study 1, the factors of “reflection on success” and “reflection on failures” were extracted by exploratory factor analysis. In Study 2, the discriminant validity of the two scales was established via confirmatory factor analyses. The structural equation modeling results indicated that reflection on success promoted work authenticity, work engagement and strengths use, while reflection on failures only promoted work engagement, indicating the convergent validity of the scales.

As the research subjects were medical professionals in Japan, the scales need to be validated with samples from a wide range of occupations and cultural backgrounds, in future research.

The present research expands the literature on reflection and strengths-based approach by introducing the “success–failures” dimension based on positive psychology, broaden-and-build theory and job demands–resources theory.