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Unethical pro-organizational behavior (UPB) is one of the major reasons behind high-profile financial frauds in the recent past. This study aims to explore how an…
Unethical pro-organizational behavior (UPB) is one of the major reasons behind high-profile financial frauds in the recent past. This study aims to explore how an exclusive focus on financial outcomes, i.e. supervisor bottom-line mentality (BLM) leads to UPB among employees and highlights the critical role of self-regulation impairment and perceived employability in the process. Drawing on self-regulation theory, this study examines how BLM and perceived employability interactively impact self-regulatory strength, which ultimately influences UPB.
The theoretical model is tested through a time-lagged field study of 171 employees and hypothesis testing in SPSS PROCESS Macros.
Results suggest that self-regulation impairment mediates a positive relationship between supervisor BLM and employee UPB and perceived employability moderates this indirect association between BLM and UPB, wherein the indirect positive relationship is stronger when perceived employability is low (than high).
This study contributes to the BLM and UPB literature by identifying the critical role of perceived employability and suggesting that UPB is an impulsive action rather than an intentional move.
Library administration is a balancing act: leading and managing the library and its employees while simultaneously responding to initiatives and demands of institutional…
Library administration is a balancing act: leading and managing the library and its employees while simultaneously responding to initiatives and demands of institutional leaders and/or trustees. This chapter provides an overview of emotional self-regulation, its importance to library administrators, and the roles that intentional reflective practice and mindfulness play in adaptive emotional self-regulation. There were few articles exploring the impact of intentional reflective practice or mindfulness in libraries, particularly with respect to emotional self-regulation. Much of the reviewed literature was from other disciplines; however, there was much to be applied to library administrators. There are a variety of techniques for intentional reflective practice that library administrators can use to improve emotional self-regulation (as well as improve other aspects of performance). There are fewer techniques to increase mindfulness, though there is stronger evidence of the benefits of mindfulness meditation on emotional self-regulation. This chapter is the first review applying intentional reflective practice and mindfulness on the emotional self-regulation of library administrators.
With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the…
With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the preschool child at risk. Children spend much of their day preparing for standardized tests and skills such as self-regulation are not supported in early elementary grades. Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties such as peer rejection and low levels of academic achievement.
This chapter explores the association between self-regulation specifically, cognitive, impulse control, ethnicity, and academic achievement in preschool Dual Language Learners (DLL). Results revealed that cognitive control and academics vastly differs in Hispanic/Latino and African American preschool students. Implications for practice and policy are further discussed.
Action–state orientation (ASO) describes the ability to plan, initiate, and complete intended activities. Action-oriented individuals, compared to state-oriented, are…
Action–state orientation (ASO) describes the ability to plan, initiate, and complete intended activities. Action-oriented individuals, compared to state-oriented, are better able to focus their efforts and therefore move toward goals. While Kuhl (1994) posits that affect mediates the relationship between personality traits like ASO and successful self-regulation, ASO scholarship rarely examines the role of affect, and no ASO studies have examined self-regulation over time. We address these limitations by examining students’ academic self-regulation over a semester. HLM analyses show that action- versus state-oriented people exhibit better academic self-regulation as expected. However, we found no support for affect as a mediator.
This chapter proposes the development of a compound personality trait termed “goal propensity”. Motivation is a key determinant of performance in virtually all contexts…
This chapter proposes the development of a compound personality trait termed “goal propensity”. Motivation is a key determinant of performance in virtually all contexts, and personality has long been viewed as an important influence on motivation. Despite the long history of exploring how personality influences motivation, we do not have a clear understanding of the linkage between individual differences in personality and work motivation or the tools to reliably and accurately predict individual differences in motivation. Advances in our understanding of personality and the convergence of motivation theories around models of self-regulation present the opportunity to achieve that understanding and predictive efficacy. Goal propensity would be a theoretically derived trait that would explain the role of personality in self-regulation models of motivation as well as allow the prediction of tendencies to engage in self-regulation. This chapter provides the rationale for the development of this construct, articulates the nature of the proposed goal propensity construct, and explores the value of such a construct for theory, future research, and human resource practice.
Searching for a job is an important process that influences short- and long-term career outcomes as well as well-being and psychological health. As such, job search…
Searching for a job is an important process that influences short- and long-term career outcomes as well as well-being and psychological health. As such, job search research has grown tremendously over the last two decades. In this chapter, the authors provide an overview of prior research, discuss important trends in current research, and suggest areas for future research. The authors conceptualize the job search as an unfolding process (i.e., a process through which job seekers navigate through stages to achieve their goal of finding and accepting a job) in which job seekers engage in self-regulation behaviors. The authors contrast research that has taken a between-person, static approach with research that has taken a within-person, dynamic approach and highlight the importance of combining between- and within-person designs in order to have a more holistic understanding of the job search process. Finally, authors provide some recommendations for future research. Much remains to be learned about what influences job search self-regulation, and how job self-regulation influences job search and employment outcomes depending on individual, contextual, and environmental factors.
In recent years, it has become evident that self-regulation plays a central role in human functioning, including learning and achievement in school. Although there are…
In recent years, it has become evident that self-regulation plays a central role in human functioning, including learning and achievement in school. Although there are different definitions of self-regulation, there is general consensus that it refers to a multi-component, iterative, self-steering process that targets one's own cognitions, feelings, and actions, as well as features of the environment for modulation in the service of one's own goals (Boekaerts, Maes, & Karoly, 2005). Educational psychologists agree that learning in the classroom involves cognitive and affective processing and is heavily influenced by social processes. This implies that students should be able and willing to regulate their cognitions, motivation, and emotions, as well as to adapt to the social context in order to facilitate their learning. Yet, there is at present neither a uniformly accepted definition of self-regulation nor that of self-regulated learning. Most theorists agree that self-regulation in the classroom is neither an all-or-none process nor a property of the learning system. Rather, it consists of multiple processes and components that interact in complex ways. Definitions have focused either on the structure of self-regulation, describing the different components of the self-regulation process, or on the processes that are involved.
A large literature studies why firms self-regulate and “signal green.” However, it has ignored that regulators have enforcement discretion, and may act strategically. We…
A large literature studies why firms self-regulate and “signal green.” However, it has ignored that regulators have enforcement discretion, and may act strategically. We fill this gap. We build a game theoretic model of whether a firm should signal its type through substantial self-regulation. We find self-regulation is a double-edged sword: it can potentially preempt legislation, but it can also lead regulators to demand higher levels of compliance from greener firms if preemption fails. We show how self-regulatory decisions depend upon industry characteristics and political responsiveness to corporate environmental leadership. We have made a number of simplifying assumptions. We assume activist groups cannot challenge regulatory flexibility in court, and that regulatory penalties are fixed and are not collected by the regulator. Firms with low compliance costs confront a tradeoff regarding self-regulation. They can blend in with the rest of the industry, and take few self-regulatory steps. This reduces the risk of regulation somewhat, and preserves their ability to obtain regulatory flexibility should regulation be imposed. Alternatively, they can step up with substantial self-regulation. This better mitigates the risk of regulation, but at the risk of signaling low costs and becoming a target for stringent enforcement should regulation pass. Recent work has found negative market reactions to corporate claims of voluntary emissions reductions, despite the conventional wisdom that it “pays to be green.” We offer a new explanation to scholars and managers: regulatory discretion may undermine the ability of industry self-regulation to profitably preempt mandatory regulatory requirements.
For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the…
For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.
Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.
Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).
Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.
In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.
The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.
The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.
The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning…
The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education.
The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses.
The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance.
Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.