Psychological Flexibility at Work and Employees' Proactive Work Behaviour: Cross‐Level Moderating Role of Leader Need for Structure

Kuo, Che-Chun; Ye, Yun Ci; Chen, Mei Yen; Chen, Lung Hung

doi:10.1111/apps.12111

Cited by 8 publications

(9 citation statements)

References 50 publications

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“…This is because the professional’s attention and energy are not directed at controlling negative internal experiences, and therefore, they are more sensitive to the information provided by the work environment to initiate goal-directed behaviors [ 61 ]. In addition, coping based on psychological acceptance is less resource-intensive than coping based on emotional control [ 62 ]. Thus, psychological flexibility has also been shown to be associated with increased performance and productivity [ 60 ] increased vitality [ 63 ] and decreased levels of emotional burnout [ 56 ].…”

Section: Discussionmentioning

confidence: 99%

Burnout, Compassion Fatigue and Psychological Flexibility among Geriatric Nurses: A Multicenter Study in Spain

Sarabia‐Cobo

Pérez²,

Lorena³

et al. 2021

IJERPH

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Nurses working at nursing homes are one of the most vulnerable populations for suffering burnout and compassion fatigue. In Spain, the concept of compassion fatigue and psychological flexibility related to stress in geriatric nurses has not been fully explored until now. It is important to analyze their situation in order to design robust coping and management strategies. The aim was to analyze the relationship between burnout, compassion fatigue and psychological flexibility in geriatric nurses in Spain. Participants included 291 nurses from 97 centers in 51 cities across Spain. Psychological flexibility (AAQ-II), burnout (MBI) and compassion fatigue (ProQOL) were evaluated. Responses were recievced from 281 nurses (91% women), with an average of 7.6 years of work experience. The MBI results were average (26.71), and the ProQOL scores were average for compassion fatigue (40.2%) and high for compassion satisfaction (70.3%), whereas for AAQ-II, the mean score was 37.34 (SD 4.21). The correlation was significant and negative for flexibility, burnout and compassion fatigue, and positive for compassion satisfaction. The ANOVA indicated a significant association between all variables (p < 0.05). We can conclude that geriatric nurses suffer from medium levels of burnout and compassion fatigue, together with high levels of psychological flexibility, which appears to act as a stress reliever, supporting compassion satisfaction.

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Section: Discussionmentioning

confidence: 99%

Burnout, Compassion Fatigue and Psychological Flexibility among Geriatric Nurses: A Multicenter Study in Spain

Sarabia‐Cobo

Pérez²,

Lorena³

et al. 2021

IJERPH

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“… 53 In addition, team size was also controlled for because prior research suggested that size might influence the level of proactive behavior on the part of employees. 54 …”

Section: Methodsmentioning

confidence: 99%

Inclusive Leadership and Employee Proactive Behavior: A Cross-Level Moderated Mediation Model

Chang¹,

Ma²,

Lin³

2022

PRBM

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Purpose The proactive behavior of employees is one of the key determinants of organizational development in a rapidly changing business environment. While much attention has been paid to the antecedents of employees’ proactive behavior, little is known about the mechanisms that influence their psychological state and work behavior. The aim of this research is to investigate the relationship between inclusive leadership (IL) and proactive behavior, along with mediating role of employee trust and the moderating role of procedural justice climate. Methods The data were collected from 40 independent project teams from 30 companies in China, and the hypotheses were tested on 304 available samples, followed by the null model to conduct the cross-level regression analysis. Results The results indicated that IL significantly affects the employee proactive behavior, in which employee trust played a mediating role. Moreover, procedural justice climate respectively moderates the positive relationship between IL and employee proactive behavior, and the positive relationship between IL and employee trust. Conclusion IL not only provides emotional support to increase employee trust but also inspires subordinates with a non-active personality to take initiative. Team-oriented organizational structures should promote procedural justice measures to create a trusting and fair work environment that more effectively furthers the effectiveness of IL on positive work behaviors of employees.

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“…Accordingly, researchers have observed a positive relationship between teacher emotion and proactive behaviour toward change (Hargreaves, 2005;Saunders, 2013). However, to date, only a handful of studies have been performed to examine how personal cognitive and emotional factors are related to proactive behaviour (Kuo et al, 2018;Montani et al, 2014;Salanova and Schaufeli, 2008). Moreover, there has been little exploration of how individual workplace learning activity contributes to proactive behaviour.…”

Section: Proactivity and Proactive Motivationmentioning

confidence: 99%

Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective

Huang¹,

Lai²

2020

JWL

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Purpose It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change. Design/methodology/approach The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process. Findings The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation. Practical implications These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes. Originality/value Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.

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Psychological Flexibility at Work and Employees' Proactive Work Behaviour: Cross‐Level Moderating Role of Leader Need for Structure

Cited by 8 publications

References 50 publications

Burnout, Compassion Fatigue and Psychological Flexibility among Geriatric Nurses: A Multicenter Study in Spain

Burnout, Compassion Fatigue and Psychological Flexibility among Geriatric Nurses: A Multicenter Study in Spain

Inclusive Leadership and Employee Proactive Behavior: A Cross-Level Moderated Mediation Model

Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective

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