Interactive effects of employee and coworker general self-efficacy on job performance and knowledge sharing

2020 ◽  
Vol 48 (7) ◽  
pp. 1-11
Author(s):  
Heesun Chae ◽  
Jisung Park
Keyword(s):  
Knowledge Sharing ◽  
Task Performance ◽  
Self Efficacy ◽  
Critical Role ◽  
Interactive Effects ◽  
Work Outcomes ◽  
Future Research ◽  
Activation Theory ◽  
Trait Activation ◽  
General Self Efficacy

Guided by resource allocation theory and trait activation theory, we examined the relationships between a focal employee's general selfefficacy and the work outcomes of task performance and knowledge sharing. In particular, because coworkers play a critical role in activating the trait-like dimension of general self-efficacy, we investigated how the interactive effects between a focal employee's and their coworker's general self-efficacy influenced the work outcomes of 140 focal employee–coworker dyads employed in 15 industries in South Korea. Results show that focal employees' high general self-efficacy positively affected task performance and negatively affected knowledge sharing. Implications of the results and directions for future research are discussed.

scholarly journals Antecedents of psychological detachment from work and it's effect on task performance

2015 ◽  
Vol 28 (2) ◽  
pp. 127-149
Author(s):  
SeonMyoung Yu ◽  
TaeYong Yoo
Keyword(s):  
Organizational Culture ◽  
Task Performance ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Future Research ◽  
Psychological Detachment ◽  
The Relationship ◽  
General Self Efficacy ◽  
Psychological Detachment From Work ◽  
And Task

The purpose of this study was to identify the relationship between psychological detachment from work in nonworking time and it’s antecedents such as general self-efficacy and rumination behavior, and the relationship between psychological detachment from work in nonworking time and task performance. Also, this study tests the moderating effect of outcome-oriented culture in the relationship between psychological detachment from work and task performance. Using the survey research method, data were collected from 259 employees who were working in a variety of organizations in Korea. To reduce the effect from the common method bias, task performance of participants was rated by their peers or supervisors. The results indicate that general self-efficacy is positively related with psychological detachment, rumination behavior is negatively related with psychological detachment, and psychological detachment from work is not related with task performance. It is found the relationship between psychological detachment and task performance is moderated by outcome-oriented culture. When employees who perceive organizational culture is more outcome-oriented, there is a negative relationship between psychological detachment and task performance. In contrast, when employees who perceive organizational culture is less outcome-oriented, there is a positive relationship between psychological detachment and task performance. Based on there results, implication of results, future research tasks, and limitations of this study were discussed.

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

Perceived organizational support, self-efficacy and work engagement: testing for the interaction effects

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ibrahim Abaasi Musenze ◽  
Thomas Sifuna Mayende ◽  
Abbey Kalenzi ◽  
Rehema Namono
Keyword(s):  
Primary Education ◽  
Work Engagement ◽  
Organizational Support ◽  
Self Efficacy ◽  
Perceived Organizational Support ◽  
Interactive Effects ◽  
Equation Modeling ◽  
Future Research ◽  
Content Type ◽  
Education Industry

PurposeThe purpose of this paper is to examine the relationship of the interaction effect of perceived organizational support (POS) and self-efficacy (SE) with work engagement (WE) within the primary education industry.Design/methodology/approachThe paper relies on structural equation modeling (SEM) with AMOS (V.22) to test and resolve the conditional hypothesis that fusion of POS and SE is necessary for WE.FindingsThe scale of effect of POS on WE depends on SE; hence, the assumption of nonadditivity is achieved. Precisely, the interaction of POS and SE is necessary for WE.Research limitations/implicationsThe study was based on a single research methodological approach, namely quantitative research methodology, which could have been affected the outcome of this investigation. Future studies could investigate WE interaction model through qualitative lens in order to provide a triangulation opportunity. Moreover, the findings from the current study are cross-sectional, and data were collected at a snapshot. Therefore, future research should consider the multiplicative effects studied in this paper across time.Practical implicationsAttempts to heighten WE levels, among government primary school teachers in Uganda, would require that management regularly ventures into finding a more practical and feasible fusion of POS with SE in order to provide significant levels of WE among employees of primary education industry.Originality/valueThis is the first study that tests the interactive effects of POS and SE on WE in Uganda's primary education industry.

Withholding Knowledge in Teams: An Interactionist Perspective of Personality, Justice, and Autonomy

2018 ◽  
Vol 46 (12) ◽  
pp. 2009-2024 ◽  
Author(s):  
Wei Pan ◽  
Qingpu Zhang
Keyword(s):  
Negative Relationship ◽  
Personality Characteristics ◽  
Interactive Effects ◽  
Job Autonomy ◽  
Overall Justice ◽  
Development Teams ◽  
Activation Theory ◽  
Trait Activation ◽  
Interactionist Perspective ◽  
Software Development Teams

From an interactionist perspective and drawing on trait activation theory, we examined the main and interactive effects of personality, overall justice, and job autonomy on knowledge withholding in a team context. Participants comprised 214 employees from software development teams. Results showed that employees with high conscientiousness and low neuroticism were less likely to withhold knowledge. Contrary to our expectations, job autonomy was positively related to knowledge withholding. Further, the negative relationship between conscientiousness and knowledge withholding was stronger in a high overall justice situation, whereas the positive relationship between neuroticism and knowledge withholding was stronger in situations of low overall justice and high job autonomy. Our findings highlight the differences between knowledge withholding and knowledge sharing, and show that high overall justice can compensate for less desirable personality characteristics, such as neuroticism and unconscientiousness.

scholarly journals Assessing the Effect of General Self-efficacy on Academic Achievement Using Path Analysis: A Preliminary Study

2021 ◽  
Vol 3 (4) ◽  
pp. 18-24
Author(s):  
Abdelouahed Bouih ◽  
Bendaoud Nadif ◽  
Driss Benattabou
Keyword(s):  
Academic Achievement ◽  
Direct Effect ◽  
Self Efficacy ◽  
Positive Impact ◽  
Strong Association ◽  
Efficacy Beliefs ◽  
Path Model ◽  
Future Research ◽  
Gender Based ◽  
General Self Efficacy

Although self-efficacy is a construct born originally out of and into the field of psychology, its importance and relevance extend de facto outside its original field of research to span multiple closely related disciplines including, but in no way limited to, applied linguistics and educational psychology mainly for its demonstrably strong association to a vast range of language-related educational phenomena. In the present study, we set out to examine, by means of the Spearman correlational test and through the construction of a direct effect model, the relationship between general self-efficacy beliefs and academic achievement. For this, we used responses of one hundred and thirty-eight (N = 138) EFL students of undergraduate and graduate levels from numerous universities across different regions in Morocco. Findings show a very moderate significant correlation between self-efficacy and academic achievement as measured by GPA. Further, a constructed direct-effect path model showed a significant positive impact of self-efficacy on academic achievement, substantiating further the existing link between the two constructs. In addition, a gender-based comparison in terms of self-efficacy using an independent sample t-test revealed that females reported higher self-efficacy beliefs than their male counterparts. Finally, we conclude with a summary of the study and some recommendations for future research.

scholarly journals How to motivate employees to engage in online knowledge sharing? Differences between posters and lurkers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mai Nguyen ◽  
Ashish Malik ◽  
Piyush Sharma
Keyword(s):  
Knowledge Sharing ◽  
Organizational Performance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Subjective Norms ◽  
Equation Modeling ◽  
Future Research ◽  
Content Type ◽  
Telecommunication Companies

Purpose This study aims to combine the theory of planned behave or (TPB) and the motivational framework to extend the research on online knowledge sharing (OKS) in an organization by exploring the factors that drive the knowledge sharing intentions (KSI) of posters and lurkers. Design/methodology/approach A field survey with 501 employees in Vietnamese telecommunication companies is used to collect the data and a structural equation modeling approach with AMOS 25.0 is used to test all the hypotheses. Findings Attitudes toward OKS and subjective norms influence online KSI for both posters and lurkers. Self-enjoyment has a stronger effect on the attitudes toward OKS for posters than lurkers. Self-efficacy, reciprocity and rewards only affect posters and not lurkers. Research limitations/implications This study uses self-efficacy and self-enjoyment to represent intrinsic motivation and reciprocity and rewards for extrinsic motivation. Future research may use additional motivational factors to provide additional insights. Practical implications Managers should pay greater attention to subjective norms and attitudes toward knowledge sharing to motivate all the employees to share knowledge with each other to improve organizational performance. Originality/value This is the first study to combine TPB with the motivational framework to explore the factors that drive online knowledge sharing in an organization.

scholarly journals Development and validation of the Adolescent Asthma Self-Efficacy Questionnaire (AASEQ)

2019 ◽  
Vol 54 (1) ◽  
pp. 1801375 ◽  
Author(s):  
Simone Holley ◽  
Rebecca Knibb ◽  
Sue Latter ◽  
Christina Liossi ◽  
Frances Mitchell ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Symptom Management ◽  
Healthcare Professionals ◽  
Asthma Management ◽  
Reliability And Validity ◽  
Self Management ◽  
Future Research ◽  
The Impact ◽  
General Self Efficacy ◽  
Item Scale

Perceived self-efficacy is the belief that one can manage prospective situations. Good asthma self-management self-efficacy is associated with better asthma outcomes. However, a well-developed and validated tool to measure adolescent asthma self-management self-efficacy is lacking. Our objective was to develop and validate an Adolescent Asthma Self-Efficacy Questionnaire (AASEQ).The first stage of the study included a review of the literature, interviews with adolescents with asthma and consultations with parents and relevant healthcare professionals to develop a prototype scale. To assess reliability and validity, a further group of adolescents completed the prototype scale, the General Self-Efficacy Scale and KidCOPE (measures coping styles). Retesting was undertaken to assess longitudinal validity.Interviews with 28 adolescents and consultations with other stakeholders resulted in a 38-item prototype scale. Key themes were medication, symptom management, triggers, knowledge, attitude and beliefs around asthma, supportive relationships, schools and healthcare professionals. The prototype scale was completed by 243 adolescents. Factor and reliability analysis reduced it to a 27-item scale with four subsections: symptom management; medication; friends, family and school; and asthma beliefs. The 27-item scale had respectable to excellent internal consistency (α's 0.78–0.91) with results that were stable over time (intra-class correlation=0.82) in 63 subjects who completed it twice. Better adolescent asthma self-efficacy was associated with better general self-efficacy and indices of better asthma management.The AASEQ is a reliable and valid tool that is likely to aid future research and practice focused on adolescent asthma self-management and could be a useful intermediate outcome measure to assess the impact of behavioural interventions.

scholarly journals The relation between employee characteristics and knowledge sharing

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jana Matošková ◽  
Ottó Bartók ◽  
Lucie Tomancová
Keyword(s):  
Knowledge Sharing ◽  
Organizational Performance ◽  
Self Efficacy ◽  
Individual Characteristics ◽  
Future Research ◽  
Managerial Decision ◽  
Content Type ◽  
Individual Employee ◽  
Employee Characteristics ◽  
Positive Work

Purpose Knowledge sharing becomes crucial in today’s competitive world to foster organizational performance. This paper aims to explore which employee characteristics facilitate knowledge sharing in the organizations and to examine the dimensions of these characteristics. Design/methodology/approach Opinion-based questionnaires among employees in Czech companies were applied. The research design in this study was cross-sectional. The hypotheses were tested by Pearson’s correlations and regression analyses. Findings The findings support the idea that specific individual employee characteristics increase knowledge sharing in the organization. Four categories of potentially appropriate employee individual characteristics were suggested: social and communication skills; positive work feelings; competences for problem-solving; and employee’s self-efficacy. However, only employee’s positive work feelings and self-efficacy significantly predicted the extent of knowledge sharing in the organization. Practical implications The findings offer a basis for future research. The results of the study can be used in recruiting new employees and managerial decision-making. The recruitment methods and the selection methods deployed should enable the firm to attract those whose values are in harmony with the organization’s values. Managers should build a work environment that promotes greater and more trusting ties among employees via organizing social activities for employees, a supervisor’s acceptance of an employee’s autonomy and responsibility and increasing employees’ confidence in their abilities. Originality/value This is one of the first studies to investigate dimensions of employee knowledge-oriented characteristics. It supports the idea that some individual employee characteristics boost spontaneous knowledge sharing behaviour.

scholarly journals Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study

2021 ◽  
Vol 11 (1) ◽  
pp. 114
Author(s):  
Ariela Giladi ◽  
Meni Koslowsky ◽  
Nitza Davidovitch
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Self Efficacy ◽  
Foreign Students ◽  
English Language ◽  
Longitudinal Design ◽  
Future Research ◽  
Academic English ◽  
The Relationship ◽  
General Self Efficacy

English language skills are considered of great value in the labor market and in the field of research. As such, learning English as a Foreign Language (EFL) becomes of great importance, especially for foreign students and employees working in international settings. The goal of the present study was to explore students’ self-efficacy in language learning (LSE), in contrast with general self-efficacy (GSE) and effort (EF) as predictors of students’ reading comprehension performance in English. Moreover, we hypothesized that effort mediates the relationship between LSE and reading comprehension performance. We explored the EFL learners who enrolled in academic English courses during a period of three months, one academic semester. Using a longitudinal design, at Time 1, the sample of 265 participants completed three questionnaires: GSE, LSE and EF scales. At Time 2, reading comprehension test was given to the participants who had completed the questionnaires previously. Results indicated that LSE, in contrast with GSE, is positively correlated with reading comprehension performance. Furthermore, the data showed that LSE is positively correlated with effort, and that effort is positively correlated with reading comprehension performance. Findings revealed that effort mediates the relationship between LSE and reading comprehension performance. Thus, our study contributes to the development of more effective teaching methods and provides EFL teachers the necessary tools to predict and enhance students’ achievements in the field. Implications and limitations for future research are discussed.

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