Introduction to multilevel modeling of secure systems

2015 ◽  
pp. 1-14
Keyword(s):  
Multilevel Modeling ◽  
Secure Systems

Power Values and Power Distance Moderate the Relationship Between Workplace Supervisory Power and Job Satisfaction

2020 ◽  
Vol 19 (3) ◽  
pp. 135-141
Author(s):  
Kenneth D. Locke
Keyword(s):  
Job Satisfaction ◽  
Multilevel Modeling ◽  
Power Distance ◽  
European Social Survey ◽  
Social Survey ◽  
The Relationship ◽  
Workplace Power ◽  
Over Time

Abstract. Person–job (or needs–supplies) discrepancy/fit theories posit that job satisfaction depends on work supplying what employees want and thus expect associations between having supervisory power and job satisfaction to be more positive in individuals who value power and in societies that endorse power values and power distance (e.g., respecting/obeying superiors). Using multilevel modeling on 30,683 European Social Survey respondents from 31 countries revealed that overseeing supervisees was positively associated with job satisfaction, and as hypothesized, this association was stronger among individuals with stronger power values and in nations with greater levels of power values or power distance. The results suggest that workplace power can have a meaningful impact on job satisfaction, especially over time in individuals or societies that esteem power.

Predictors of grit: A multilevel model examination of demographics and school experiences

2018 ◽  
Author(s):  
Dana Wanzer
Keyword(s):  
Academic Success ◽  
School Culture ◽  
Multilevel Modeling ◽  
Predictive Validity ◽  
School Engagement ◽  
Multilevel Model ◽  
School Experiences ◽  
School Level ◽  
School Demographics ◽  
And Gender

Much of the research on grit has examined its predictive validity toward academic success; however, little research has treated grit as an outcome. This study uses multilevel modeling to examine how student-level demographics, school-level demographics, and students’ experiences in school predict grit. Results demonstrate that students’ experiences in school—including school engagement, relationships with adults and peers, and school culture—and self-reported GPA were most strongly related to grit, ethnicity was weakly related to grit, and gender and school demographics did not significantly relate to grit. Implications of this research on the potential malleability of grit are discussed.

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