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PurposeThe purpose of this paper is to explore the relationship between challenge-hindrance stressors and employees’ career initiative while incorporating the mediating role of positive affect and the moderating role of job autonomy.Design/methodology/approachFive proposed hypotheses were tested using path analysis with two waves of data collected from 136 part-time MBA students.FindingsThe findings show that challenge stressors indirectly facilitate career initiative, whereas hindrance stressors indirectly inhibit career initiative, both with positive affect as mediators. Job autonomy enhances the direct relationship between positive affect and career initiative, as well as the indirect relationships among challenge/hindrance stressors, positive affect and career initiative.Originality/valueThe study brings a new perspective to understanding why an employee conducts career initiative, thereby widening the scope of the antecedents of career initiative. The study discloses positive affect as the mediator that transmits the opposite effects from challenge-hindrance stressors to career initiative. It also identifies job autonomy as an important boundary condition for positive affect to exert its influence on career initiative, as well as challenge-hindrance stressors that influence career initiative via positive affect.

The purpose of this research is to explore the effect of empowering leadership on employee improvisation, including the mediating roles of challenge stress and hindrance stress as well as the moderating role of psychological availability. Methods: Four proposed hypotheses were tested using hierarchical regression analysis and the bootstrapping method by reference to two waves of data collected in 2021 from 248 employees working for organizations located in southern China. Results:The results showed that empowering leadership had a positive effect on employee improvisation, which was mediated by challenge stress and hindrance stress. That is, empowering leadership promoted challenge stress and decreased hindrance stress, thereby stimulating employee improvisation. Furthermore, psychological availability strengthened the positive effect of challenge stress on employee improvisation and weakened the negative effect of hindrance stress on employee improvisation. Psychological availability also moderated the indirect relationships among empowering leadership, challenge/hindrance stress and employee improvisation. Conclusion:In theoretical terms, this study identifies a new antecedent of employee improvisation: empowering leadership. This study also advances knowledge concerning the mechanism by which empowering leadership exerts its influence by drawing on cognitive transactional theory. Moreover, this study's exploration of the moderating role of psychological availability enriches the literature concerning the boundary conditions of the challenge-hindrance stress model. In practical terms, this study provides useful insights that can help organizations activate employee improvisation and manage employees' work pressure.

Background: Many nursing students will suffer from serious psychological problem. However, the intervention research on the psychological resilience of nurses is still in the exploratory stage and the efficiency of existing intervention methods remains variable because of limited comprehension of this relevant psychological construct. Therefore this study investigates the network structure of the 10-item Connor-Davidson Resilience Scale (CD-RISC-10) in Chinese female nursing students to provide a novel understanding for resilience and targets for related interventions. Methods: This study was an online cross-sectional study conducted at three medical universities from 21 August 2020 to 25 August 2020. This study adopted the CD-RISC-10, with a total of 776 participants joined in. Network analysis was conducted and the main focus is strength centrality and predictability. Results: Three edges with strongest unregularized partial correlations existed in the final network, such as between item “Able to adapt to change” and item “Can deal with whatever comes”. The items with strongest strength centrality are “Thinks of self as strong person” and “Can achieve goals despite obstacles”. Conclusions: The results may help us to gain a deeper understanding of resilience and provide educational orientation on how to make students more resilient, which may be benefit in challenge overcoming for nursing students.

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