Trust, belongingness, and teacher’s self-efficacy: A quantitative investigation of an online intervention program for school teachers

Literature indicates that teachers and students who experience trust and belongingness in their school communities have higher levels of indicators of positive quality of life, such as performance, innovation, and creativity. Also, they are open to creating more authentic relationships and fostering an environment based on psychological safety with implications on their well-being, quality of life, self-efficacy, and their general mental health. This quantitative study aims to investigate the impact of an online training program called “Development of trust and belongingness in interpersonal relationships of school teachers” on several psychological variables related to the individual wellbeing. A number of 475 school teachers participated in the study, from several schools located in different regions of Romania. Data were collected pre- and post-intervention with an online form composed of three different questionnaires addressing the following variables: belongingness, connectedness and teacher’s self-efficacy. The findings indicate significant effects of the online intervention program on all the target variables

Individual Versus Group Negotiation in Multiparty Systems: The Effect of Power and Goal Difficulty on Negotiation Outcomes in a Potential Gain Task

The aim of the present study was to test the extent to which groups manage to attain synergy (both strong and weak) in the context of multiparty systems. We also aimed to test the effects of power (budget size), and goal difficulty, alongside their interaction effect. We have used a behavioral multiparty simulation in which Romanian participants first negotiated individually and then, in the second stage, they were organized into groups and asked to engage in intergroup negotiations. Results showed that, in general, best negotiators outperform groups, yet groups obtain higher negotiation payoffs than the average payoff obtained by their members in the first negotiation stage, but only for dyads. Moreover, powerful stakeholders and those that have high goals end up with the highest payoff. Last, our results show that power accentuates the positive relationship between goal difficulty and payoffs. The results have important implications for delegating representatives to multiparty negotiations and for the management of power asymmetry in multiparty systems

Knowledge Hiding in Emergency Ambulance Healthcare Settings: Its Mediating Role in the Relationship between Organizational Support and Affective Commitment and Organizational Citizenship Behaviours

Knowledge hiding—an intentional attempt to withhold or conceal knowledge from others—has been reported by recent studies to be a negative phenomenon in the workplace. Considering the importance of knowledge for organizational performance, this study intends to advance understanding by investigating the mediating role of knowledge hiding on the relationship between perceived organizational support and affective commitment as predictors and organizational citizenship behaviors and turnover intentions as outcomes. Using a cross-sectional design, the study was conducted in emergency ambulance healthcare settings on 305 medical or paramedical professionals. As indicated by structural equation modeling results, perceived organizational support and affective commitment positively predicted organizational citizenship behaviors but negatively predicted turnover intentions. Also, knowledge hiding was negatively associated with perceived organizational support, affective commitment, and organizational citizenship behaviors and positively with turnover intentions. Moreover, knowledge hiding mediated the relationship between perceived organizational support and affective commitment as predictors and organizational citizenship behaviors, respectively turnover intentions, as dependent variables

Power Differences and Dynamics in Multiparty Collaborative Systems:A Systematic Literature Review

This paper presents the results of a systematic literature review on power distribution and power dynamics in multiparty systems. Multiparty systems are underorganized social structures in which power dynamics unfold and impact collaboration effectiveness. We use a theory-driven approach to integrate the empirical literature that explored power differences and dynamics in multiparty systems and we have a two-fold contribution to literature. First, we explore the way power is conceptualized in multiparty systems. Second, we investigate which predictions and propositions of the Social Distance Theory of Power and the Approach Inhibition Model of Power can be used to integrate research on power distribution and dynamics in multiparty systems. We extend the predominantly experimental empirical support of these two theories with insights from the multiparty systems literature. With respect to the way in which power is conceptualized in the multiparty systems literature, our study shows a shift from a possession over resources to a relational perspective on power in the last decades. Moreover, based on the insights of the two psychological theories of power, the study reflects upon the benefits and drawbacks of high versus low power for collaboration effectiveness among stakeholders, pointing towards ways in which facilitators can work with power differences in multiparty systems. Finally, the study points toward directions for future research concerning power dynamics in multiparty systems

The effect of humor and perceived social interdependence on teamwork engagement in student groups

Given the widespread use of collaborative learning as an instructional practice in education, our study focuses on teamwork engagement, a key factor influencing the success of collaborative efforts. We use a longitudinal multi-level approach to test the impact of social context and engagement in student groups and examine the effect of social interdependence and type of humor on teamwork engagement. We collected data at six-time lags in a sample of 435 students organized in 97 groups. Our results show that positive interdependence has a positive influence on teamwork engagement, while negative interdependence as well as social independence have a negative effect on teamwork engagement. Moreover, affect mediates the influence of affiliative and aggressive humor communication on teamwork engagement. Practical implications are discussed