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作者：Mayer, David M.; Greenbaum, Rebecca L.; Kuenzi, Maribeth; Shteynberg, Garriy
作者单位：State University System of Florida; University of Central Florida; Southern Methodist University; University System of Maryland; University of Maryland College Park
摘要：Considerable research has demonstrated that fair procedures help improve reactions to decisions, a phenomenon known as the fair process effect. However, in the present research, the authors identify when and why objectively fair procedures (i.e., receiving voice) may not always improve justice perceptions. Findings from 2 studies (Ns = 108 and 277) yield support for the proposed identify violation effect, which posits that when an outcome violates a central aspect of one's self (i.e., personal...
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作者：Rodell, Jessica B.; Judge, Timothy A.
作者单位：State University System of Florida; University of Florida
摘要：The authors combined affective events theory (H. M. Weiss & Cropanzano, 1996) and the transactional stress model (R. S. Lazarus & Folkman, 1984) to build and test a model specifying the dynamic, emotion-based relationships among challenge and hindrance stressors and citizenship and counterproductive behaviors. The study employed an experience sampling methodology. Results showed that challenge stressors had offsetting indirect links with citizenship behaviors through attentiveness and anxiety ...
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作者：Montes, Samantha D.; Zweig, David
作者单位：University of Toronto; University Toronto Scarborough; University of Toronto
摘要：Promises are positioned centrally in the study of psychological contract breach and are argued to distinguish psychological contracts from related constructs, such as employee expectations. However, because the effects of promises and delivered inducements are confounded in most research, the role of promises in perceptions of, and reactions to, breach remains unclear. If promises are not an important determinant of employee perceptions, emotions, and behavioral intentions, this would suggest ...
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作者：Madera, Juan M.; Hebl, Michelle R.; Martin, Randi C.
作者单位：University of Houston System; University of Houston; Rice University
摘要：In 2 studies that draw from the social role theory of sex differences (A. H. Eagly, W. Wood, & A. B. Diekman, 2000), the authors investigated differences in agentic and communal characteristics in letters of recommendation for men and women for academic positions and whether such differences influenced selection decisions in academia. The results supported the hypotheses, indicating (a) that women were described as more communal and less agentic than men (Study 1) and (b) that communal charact...
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作者：Judge, Timothy A.; Hurst, Charlice; Simon, Lauren S.
作者单位：State University System of Florida; University of Florida
摘要：The authors investigated core self-evaluations and educational attainment as mediating mechanisms for the influence of appearance (physical attractiveness) and intelligence (general mental ability) on income and financial strain. The direct effects of core self-evaluations on financial strain, as well as the indirect effects through income, were also considered. Longitudinal data were obtained as part of a national study, the Harvard study of Health and Life Quality, and proposed models were e...
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作者：Van Hoye, Greet; Lievens, Filip
作者单位：Ghent University
摘要：To advance knowledge of word-of-mouth as a company-independent recruitment source, this study draws on conceptualizations of word-of-mouth in the marketing literature. The sample consisted of 612 potential applicants targeted by the Belgian Defense. Consistent with the recipient-source framework, time spent receiving positive word-of-mouth was determined by the traits of the recipient (extraversion and conscientiousness), the characteristics of the source (perceived expertise), and their mutua...
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作者：Kammeyer-Mueller, John D.; Judge, Timothy A.; Scott, Brent A.
作者单位：State University System of Florida; University of Florida; Michigan State University
摘要：In 2 studies, the authors investigated whether core self-evaluations (CSE) serve as an integrative framework for understanding individual differences in coping processes. A meta-analytic review demonstrated that CSEs were associated with fewer perceived stressors, lower strain, less avoidance coping, more problem-solving coping, and were not strongly related to emotion-focused coping. Consistent with the meta-analytic results, a daily diary study demonstrated that individuals with high CSE per...
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作者：Wolff, Hans-Georg; Moser, Klaus
作者单位：University of Erlangen Nuremberg
摘要：Previous research has reported effects of networking, defined as building, maintaining, and using relationships, on career success. However, empirical studies have relied exclusively on concurrent or retrospective designs that rest upon strong assumptions about the causal direction of this relation and depict;I static snapshot of the relation at a given point in time. This study provides a dynamic perspective on the effects of networking oil career success and reports results of a longitudinal...
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作者：Halbesleben, Jonathon R. B.; Harvey, Jaron; Bolino, Mark C.
作者单位：University of Wisconsin System; University of Oklahoma System; University of Oklahoma - Norman
摘要：In a number of studies, researchers interested in positive organizational behavior have sought to better understand the favorable aspects of work engagement-a pervasive state of emotional attachment and motivation toward work. In this study, however, we investigate a potentially negative outcome of engagement. Drawing upon conservation of resources theory, we hypothesize that engagement will be associated with higher work interference with family due to the resources engaged employees may expe...
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作者：Robbins, Steven B.; Oh, In-Sue; Le, Huy; Button, Christopher
作者单位：ACT Inc.; University of Alberta; State University System of Florida; University of Central Florida; University of Iowa
摘要：Using both organizational and educational perspectives, the authors proposed and tested theoretical models on the mediating roles that psychosocial factors (PSFs; motivational, emotional, and social control factors) play between college interventions (academic skill, self-management, socialization, and First-Year-Experience interventions) and college outcomes (academic performance and retention). They first determined through meta-analysis of 404 data points the effects of college intervention...
