Linking young individuals' capital to investment intentions: Comparing two cultural backgrounds

By integrating the Entrepreneurial Intentionality Model and the Theory of Planned Behaviour, we explored the effects of human, social and financial capital on young individuals' investment intentions in two groups (97 English and 97 Greeks). Results indicated that human capital is directly and indirectly related to investment intentions via, first, subjective norms and, consequently, personal attitudes and perceived behavioural control, while social capital is only indirectly related to investment intentions via perceived behavioural control. In the individualistic group (English), human capital related directly and positively with investment intentions while social capital related indirectly to investment intentions via its positive relationship to subjective norms. With regard to participants from a collectivistic background (Greeks), human capital related indirectly to investment intentions via, first, subjective norms and, consequently, personal attitudes and perceived behavioural control, while social capital related directly and indirectly to investment intentions via perceived behavioural control. Financial capital was only negatively related to investment intentions in the total and Greek sample

How to re-enchant workplaces and organizations? An introduction to the special issue

Enchanting work is a polysemic term that can account for multiple interpretations. It can be defined as a feeling of being connected in an affirmative way to existence. In organizational terms, enchanted workplaces are places of wonder that allow people to be active agents, who can impact on their environment, find meaning in their work, and flourish. In this context, enchantment has been operationalized in organizational and managerial literature in a variety of ways, including being resourceful, happy, resilient, passionate, motivated, or healthy at work, among others. The main purpose of this special issue was to highlight those elements that may promote enchanting work environments, and the processes through which (re-)enchantment may be achieved. Also, we were interested in understanding re-enchantment as an internal process.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Spanish Ministry of Science, Innovation and Universities (Grant number: GC2018-099040-B-100; MCIU/AEI/FEDER, UE)

How do cynical employees serve their customers? A multi-method study

In this multi-method study, we investigate how social job demands (i.e., social interruptions) and resources (i.e., colleague support) in the service context influence employee (negative) (re)actions to customers through cynicism towards the job. In addition, we investigate why customers are less satisfied with the provided service when employees endorse a cynical attitude. To test the hypothesized process, we used observer ratings of the employee–customer interactions regarding the number of interruptions and employee negative (re)actions during service encounters, employee self-reports of overall colleague support and daily cynicism, and customer-ratings of service quality. Participants were 48 service employees and 141 customers. Results of multi-level structural equation modelling analyses showed that whereas the number of observed social interruptions during service encounters related positively to cynicism, social support related negatively. Cynical employees exhibited more negative (re)actions towards their customers (e.g., expressed tension, were unfriendly). Consequently, the more negative (re)actions employees showed towards their customers, the less satisfied customers were with the service quality. The study contributes to the literature by explaining what makes service employees cynical about their work, and why cynical employees provide low-quality services

Do transformational leaders enhance their followers' daily work engagement?

This diary study investigated whether and howsupervisors' leadership style influences followers' daily work engagement. On the basis of leadership theories and the job demands–resources model, we predicted that a transformational leadership style enhances employees' work engagement through the mediation of self-efficacy and optimism, on a day-to-day basis. Fortytwo employees first filled in a general questionnaire, and then a diary survey over five consecutive workdays. The results of multilevel analyses offered partial support for our hypotheses. Daily transformational leadership related positively to employees' daily engagement, and day-levels of optimism fully mediated this relationship. However, daily self-efficacy did not act as a mediator. These findings expand theory and previous research by illuminating the role of transformational leaders in fostering employee work engagement

Unemployment and well-being of Europeans across the life cycle: The role of countries’ macroeconomic situation

Unemployment impairs individuals’ well-being and health and there is some empirical evidence showing that macroeconomic conditions can moderate these effects. This paper goes a step further and investigates differences in how macroeconomic indicators of European countries’ economic situation relate to individual subjective health and well-being, and also moderate the relationship between individual labour market exclusion and these outcomes across age groups: young individuals (aged 15-29), prime working age adults (aged 30-49, base category) and pre-retirement age adults (aged 50-64). We used two different macroeconomic indicators to define macroeconomic situation: country-level unemployment rate (UR) and gross domestic product (GDP). Both indicators were disaggregated into long-term economic trend and business cycle shocks using Hodrick-Prescott filtering to allow distinguishing between expected and unexpected change in macroeconomic circumstances. We used the European Social Survey (ESS) individual-level data from 35 European countries for 2002-2014. Multi-level analysis with three levels were run for men and women separately. Results revealed differences in how individual-level unemployment related to well-being depending on the age group, with pre-retirement age group adults’ health and well-being suffering the most. Also, macroeconomic indicators were found to moderate the relationship between individual-level unemployment and subjective health and well-being with some noticeable differences between age groups, and with GDP trend having the most sizeable influence

Interactive Effects of Approach and Avoidance Job Crafting in Explaining Weekly Variations in Work Performance and Employability

Meta-analyses on job crafting reveal that while approach-oriented job crafting (e.g., increasing job resources or challenging job demands) relates positively to employee performance, avoidance-oriented job crafting (e.g., decreasing hindering job demands) has either non-significant or negative implications for employee functioning. However, the joint effects of approach and avoidance job crafting remain an underdeveloped area of research. We administered a three-week diary survey among 87 employees to test interaction effects of approach and avoidance job crafting on employee (other-referenced and past-referenced) work performance and employability. Results revealed that decreasing hindering job dem

Structural Empowerment, Psychological Empowerment, and Work Engagement: A Cross-Country Study

Financiado para publicación en acceso aberto: Universidade da Coruña/CISUG[Abstract] In this cross-country study we drew on job demands-resources theory to investigate whether psychological empowerment mediates the positive association between structural empowerment and work engagement and, consequently, task performance and intention to quit. A total of 1033 employees working in the service sector in Spain (N ¼ 515) and the United Kingdom (N ¼ 518) participated in the study. Multi-group structural equation modeling analyses revealed that psychological empowerment partially mediated the positive relationship between structural empowerment and work engagement, and that work engagement associated positively with task performance and negatively with intention to quit. Invariance analyses suggested that the positive link between psychological empowerment and work engagement was stronger for employees working in the UK than in Spain, providing support for partial structural invariance of the hypothesized model. These findings suggest that psychological empowerment is an underlying mechanism that may explain why structural empowerment relates positively to work engagement with implications for theory (i.e., extend the nomological network of the investigated constructs) and management practice (e.g., emphasize the role of structural empowerment for work design).This work was supported by Inditex under Grant Inditex-UDC 2019 and the Jean Monnet Group from University of A Coruñ

Job Resources Boost Work Engagement, Particularly When Job Demands Are High

This study of 805 Finnish teachers working in elementary, secondary, and vocational schools tested 2 interaction hypotheses. On the basis of the job demands–resources model, the authors predicted that job resources act as buffers and diminish the negative relationship between pupil misbehavior and work engagement. In addition, using conservation of resources theory, the authors hypothesized that job resources particularly influence work engagement when teach

Working in the sky: A diary study on work engagement among flight attendants

This study aims to gain insight in the motivational process of the Job Demands-Resources (JD-R) model by examining whether daily fluctuations in colleague support (i.e., a typical job resource) predict day-levels of job performance through self-ef

Ακαδημαϊκή αναβλητικότητα και οι συνέπειές της στην ημερήσια σχολική προετοιμασία και το άγχος: Μια έρευνα ποσοτικού ημερολογίου σε μαθητές Δημοτικού

The present quantitative diary study examines whether trait academic procrastination shapes the way students perceive their daily academic workload and, in turn, their state (i.e., daily) academic procrastination. This process was expected to determine the extent to which students are satisfied with their preparation for the next day at school and consequently, their anxiety levels at the end of the day. Forty-four elementary school students completed a questionnaire and a diary for five consecutive days over a school week. Results of multilevel analyses confirmed the study hypotheses. Specifically, the positive relationship between trait and state procrastination was supported, while academic workload was found to mediate this relationship. Additionally, daily academic procrastination associated positively to anxiety at the end of the day through its negative link with students’ satisfaction with preparation for the next school day. These findings suggest that even students high in trait academic procrastination exhibit significant within-person variations in daily procrastination, satisfaction with their preparation for the next day at school and anxiety at the end of the day. These daily variations are explained by the daily level of perceived academic workload.Η παρούσα μελέτη ποσοτικού ημερολογίου εξετάζει αν η ακαδημαϊκή αναβλητικότητα, ως σχετικά σταθερό ατομικό χαρακτηριστικό, διαμορφώνει τον τρόπο που οι μαθητές αντιλαμβάνονται το σχολικό φόρτο σε ημερήσιο επίπεδο και εν συνεχεία, την εμφάνιση αναβλητικών συμπεριφορών σε σχέση με την προετοιμασία τους για το σχολείο. Αυτή η διαδικασία προτάθηκε ότι καθορίζει το βαθμό που οι μαθητές είναι ικανοποιημένοι με την προετοιμασία τους για την επόμενη μέρα στο σχολείο και κατ’ επέκταση τα επίπεδα άγχους τους στο τέλος της ημέρας. Σαράντα-τέσσερις μαθητές Δημοτικού συμπλήρωσαν ένα ερωτηματολόγιο και ένα ημερολόγιο για πέντε διαδοχικές ημέρες κατά τη διάρκεια μιας σχολικής εβδομάδας. Τα αποτελέσματα πολύ-επίπεδων αναλύσεων επιβεβαίωσαν τις υποθέσεις της έρευνας. Συγκεκριμένα, βρέθηκε θετική σχέση ανάμεσα στην αναβλητικότητα ως σταθερό χαρακτηριστικό και ως ημερήσια κατάσταση, ενώ επιβεβαιώθηκε και ο διαμεσολαβητικός ρόλος του ημερήσιου σχολικού φόρτου στη σχέση αυτή. Επιπρόσθετα, βρέθηκε ότι η ημερήσια ακαδημαϊκή αναβλητικότητα σχετίζεται θετικά με το ημερήσιο άγχος δια μέσου της αρνητικής της σχέσης με την ικανοποίηση από την προετοιμασία των μαθημάτων για την επόμενη μέρα. Τα αποτελέσματα της έρευνας δείχνουν ότι ακόμα και οι αναβλητικοί μαθητές εμφανίζουν ενδο-ατομικές διακυμάνσεις ως προς τα επίπεδα καταστασιακής ακαδημαϊκής αναβλητικότητας, ικανοποίησης με την προετοιμασία τους για την επόμενη μέρα στο σχολείο και άγχους στο τέλος της ημέρας. Αυτές οι διακυμάνσεις εξηγούνται από τα επίπεδα του ημερήσιου, αντιλαμβανόμενου σχολικού φόρτου