scholarly journals Impact of the Supervisor Feedback Environment on Creative Performance: A Moderated Mediation Model

2017 ◽  
Vol 8 ◽  
Author(s):  
Jian Zhang ◽  
Zhenxing Gong ◽  
Shuangyu Zhang ◽  
Yujia Zhao
Keyword(s):  
Moderated Mediation ◽  
Mediation Model ◽  
Creative Performance ◽  
Feedback Environment ◽  
Moderated Mediation Model

The Role of Power Motivation in Creativity: A Moderated Mediation Model

2015 ◽  
Vol 43 (4) ◽  
pp. 613-628 ◽  
Author(s):  
Jie Zhang ◽  
Yun Fan ◽  
Xu Zhang
Keyword(s):  
Supervisor Support ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Creative Performance ◽  
Power Motivation ◽  
Moderated Mediation Model ◽  
Member Exchange ◽  
Indirect Relationship

We hypothesized that power motivation would influence employees' creative performance. Drawing on a relational perspective, we conceptualized a moderated mediation model in which power motivation enhanced individual creativity through improving the quality of leader–member exchange (LMX). We further hypothesized that supervisor support for creativity would moderate the indirect effect of power motivation on creativity through LMX. In a sample of 410 Chinese employees in 6 state-owned companies, we found that power motivation was positively related to creativity, and that this relationship was mediated by LMX. Moreover, the results suggested that the indirect relationship between power motivation and creativity via LMX was stronger when supervisor support for creativity was high than when it was low.

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

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