Proactive personality and innovative behavior: A moderated mediation model

We examined the potential effects of job-related affect and work engagement as mediators in the relationship between proactive personality and innovative behavior. The Proactive Personality Scale, Positive and Negative Affect Schedule, Work Engagement Scale, and Innovative Behavior Scale were completed by 320 primary- and middle-school teachers in western China. Results showed that proactive personality was significantly and positively related to the teachers' innovative behavior. The effect of proactive personality on innovative behavior was partly mediated by both positive affect and work engagement in simple mediator roles, and by the sequential mediating effects of positive affect and work engagement. Possible explanations are discussed in light of previous findings. Limitations and suggestions for future research are discussed.

Despite growing interest in employee innovation, the relationship between principals’ secure base leadership and teachers’ innovative behavior remains largely unexplored. To address this gap, I conducted a time-lagged study to examine the associations between secure base leadership, innovative behavior, and affective commitment, and the moderating effect of proactive personality levels. Participants comprised 277 primary and secondary school teacher???principal dyads in China, who completed on-site surveys at three time points. My results revealed that principals’ secure base leadership positively influenced teachers’ innovative behavior through affective commitment as a partial mediator. Further, proactive personality enhanced the effectiveness of this leadership style. These findings expand research on promoting teacher innovation, enhance understanding of the connection between secure base leadership and extrarole behavior, and provide implications for educational management.

The first purpose of this study was to examine the mediating effect of job satisfaction on the relationship between job autonomy and innovation behavior. The second purpose was to examine the moderating effect of proactive personality and openness to experience on the relationship between job autonomy and job satisfaction, And the third purpose was to examine the moderating effects of climate for innovation on the relationship between job satisfaction and innovation behavior. Data were gathered from 338 employees who were working in various organizations in Korea. As results, job autonomy had positive relationship with job satisfaction and innovation behavior, and job satisfaction had mediation effect on the relationship between job autonomy and innovation behavior. Proactive personality and openness to experience had moderating effects on the relationship job autonomy and job satisfaction because the relationship was more positive when proactive personality and openness to experience was high than low. Also climate for innovation had moderating effect on the relationship job satisfaction and innovation behavior because the relationship was more positive when climate for innovation was high than low. The implications for research and practice, limitations, and future research tasks were discussed.

ObjectiveTo explore the chain intermediary effect of academic self-efficacy and flow experience of undergraduate nursing students in the influence mechanism of time management disposition on innovative behavior.MethodsSeven hundred and sixty-three undergraduate nursing students from 3 universities in Jiangsu Province were investigated with Adolescent time Management Disposition Scale, Academic Self-efficacy Scale, Flow Short Scale and Innovation Behavior Scale. The chain intermediary model was constructed and verified.ResultsThe time management disposition of undergraduate nursing students was positively correlated with their average scores in academic self-efficacy, flow experience, and innovative behavior. The direct impact of time management disposition on innovative behavior was significant, and academic self-efficacy and flow experience exhibited both independent mediating effects and a chain mediating effect.ConclusionThe time management disposition of undergraduate nursing students can significantly positively predict innovative behavior, in which academic self-efficacy and flow experience play a significant independent intermediary role and chain intermediary role. Nursing teachers and students can promote innovative behavior from the point of view of improving time management skills, enhancing academic self-efficacy and flow experience.

Conflict is as natural a phenomenon as harmony in social relations. In all industries, especially those prioritizing collaborative teamwork, it is clear that effective conflict management is critical to sustaining positive employee relationships. With this study, we set out to investigate the impact of workplace conflicts on employee innovation. For this purpose, data were collected from aviation industry employees through a survey, and 393 responses were received. Structural equation modeling was used to test hypotheses regarding the direct and indirect effects of conflict with colleagues on innovative behaviors. The study revealed that conflict with colleagues has a detrimental impact on both innovative behaviors and work engagement. Work engagement was identified as a completely mediator in the relationship between conflict and innovative behaviors. Furthermore, proactive personality was found to moderate the influence of conflict on innovative behaviors, also playing a significant role in the indirect relationship among these variables. The research concludes with practical recommendations and suggestions for future studies.

In an extension of the existing paradigm on the benefits of innovative behavior for organizations, this study addresses the negative effects of innovative behavior. Guided by psychological detachment theory, we propose that both displaying innovative behavior and witnessing others’ innovative behavior make it difficult for workers to psychologically distance themselves from innovation matters, engendering strain reactions (e.g., sleep problems, hostility). Those with more proactive personalities may be more likely to experience these detachment difficulty problems after displaying or witnessing innovative behavior. To test these premises, we conducted two studies. In the pilot study (N = 104 employee–coworker dyads), we gathered both quantitative and qualitative data to show that innovative behavior predicts detachment difficulty above and beyond other job behaviors. In the main study, we collected data from 257 employee–coworker dyads over 5 weeks and analyzed them with an actor–partner interdependence model. The results are generally supportive, suggesting that further investigation of the unintended consequences of innovative behavior is warranted.

Antecedent variables of innovation behaviors in organizations: Differences between men and women

The purpose of this study was to examine the relationships among newcomers’ proactive personality, information seeking behavior and organizational socialization. Specifically, This study investigated not only the main effect of newcomers’ proactive personality on information seeking behaviors which related to job and relationship building, and organizational socialization but also the moderating roles of team climate and leader behaviors on the relationships between proactive personality and information seeking behaviors, and between information seeking behaviors and organizational socialization. Online survey was conducted to 151 korean employees working for at least 3 months to 6 months and 151data were obtained for statistical analysis. Three steps of analysis procedures were carried out. First, correlation analysis was conducted and the results showed that there were positive relationship among main variables such as proactive personality, information seeking behavior, organizational socialization and etc. Second, the results of structural equitation model analyses showed that newcomers’ information seeking behaviors fully mediate proactive personality and organizational socialization. Third the results of hierarchial regression analyses showed that while leader behaviors which were specified to feedback behavior and consideration behavior moderated the relationship between information seeking behaviors and organizational socialization, Team openness did not moderate the relationship between proactive personality and information seeking behaviors. The implications and limitations of this study and the directions for future research were discussed on the basis of the results.

The crisis created by the pandemic severely disrupted the working patterns of employees, especially in the aviation industry. It is insufficient for workers to be satisfied – they have to be engaged in their work to deal with crises and situations never encountered before. Thus, investigating the antecedents of work engagement and their interactive effects is crucial to organizational survival. The paper examines the impact of the trait of curiosity on proactive personality, which ultimately leads to work engagement. The moderated-mediation model looks at the mediating effect of proactive personality on the relationship between curiosity and work engagement. It also examines the moderating effect of organizational culture perceptions on the relationship between curiosity and proactive personality. A sample of 327 respondents was collected from 32 organizations in the aviation industry in the United Arab Emirates through purposive sampling. The hypothesized associations were analyzed via structural equation modelling. As predicted, proactive personality is a mediator, and organizational culture moderates the said relationships. Managers desirous of improving employees’ work engagement will now understand how employees’ curiosity can enhance work engagement through proactive personality. Managers can also ensure that organizational culture can further strengthen the relationship between curiosity and proactive personality.

In entrepreneurship, innovation has been seen as one of the crucial aspects that can determine performance. Innovative behavior is also one of the things considered to encourage innovation, especially for individuals who work in creative industry businesses. The purpose of this study was to examine and understand the effect of proactive personality, peer support, and creative self-efficacy on the innovative behavior of creative workers. Through a quantitative approach, this research was conducted on 90 MSME employees in two cities in West Java Province, namely Bandung and Cirebon. The sample in this study was selected using a purposive sampling technique, with criteria for MSME employees who have been running their business for at least 1 year. Researchers distributed questionnaires to respondents through an online platform. The collected data was then analyzed using multiple regression analysis with the help of SPSS 25 software for windows. The results of this study contribute to the following findings. First, proactive personality was found to have a positive influence on the innovative behavior of entrepreneurs. Second, peer support also has a positive effect on innovative behavior. Finally, this study proves that creative self-efficacy has a positive influence on the innovative behavior of MSME employees in West Java, Indonesia. This research also provides some contributions that can be considered by the literature and practice in business and entrepreneurship, especially in developing countries.

The derivation of employees' innovative behaviour is a complex multi-stage process influenced by decision logic. However, previous research on the relationship between the two has not been comprehensive without considering the individual level of employees, and the mechanism of action between the two is still unclear. Based on the behavioral decision theory, the broaden-and-build theory of positive emotions and triadic reciprocal determinism. This study investigates the mediating effects of positive error orientation between decision-making logic and employees' innovative behavior, and the moderating effects of environmental dynamics between decision-making logic and employees' innovative behavior, focusing on the individual level. The questionnaire data was obtained from 403 employees randomly selected from 100 companies in Nanchang, China, in various industries such as manufacturing, transportation, storage and postal services, trade, and wholesale and retail trade. Hypotheses were tested using structural equation modeling. Effectual logic had a significantly positive impact on employees' innovative behavior. The direct effect of causal logic on employees' innovative behavior was not significant, but the total effect was significantly positive. Positive error orientation played a mediating role between both types of decision-making logic and employees' innovative behavior. Moreover, environmental dynamics played a negative moderating role between effectual logic and employees' innovative behavior. This study expands the application of behavioral decision theory, the broaden-and-build theory of positive emotions and triadic reciprocal determinism in employees' innovative behaviour, enriches the research on the mediating and moderating mechanism between employees' decision-making logic and innovative behaviour, and provides a new research perspective and empirical support for subsequent related research. The results of this study provide practical suggestions for promoting employees' innovative behaviour. For example, employees need to cultivate logical thinking, train their decision-making ability, form a positive error orientation, and objectively assess the external environment.

This study aimed to explore the role of psychological empowerment in predicting academic self-efficacy among graduate students at the College of Education, King Faisal University. It also investigated how these levels vary across different factors such as gender, department, and academic level. Additionally, the research aims to understand how psychological empowerment can predict academic self-efficacy among these students. Employing a descriptive, predictive, and correlational approach, the researcher utilized scales for psychological empowerment and academic self-efficacy to collect data from 268 graduate students. The study found high levels of psychological empowerment and academic self-efficacy among the sample, there were no significant differences in psychological empowerment scores by gender or department. However, important differences based on academic level favored students in field training with a thesis. Similarly, academic self-efficacy scores showed no significant differences by gender or department but favored students at the thesis level. The findings highlighted the predictive role of psychological empowerment in academic self-efficacy among graduate students at the College of Education. and Recommendations: include faculty and academic leaders at the College of Education in supporting psychological empowerment among graduate students and educating them on its importance for enhancing self-confidence and decision-making in academic and practical contexts.

The association between academic self-efficacy, academic motivation, and coping skills among graduate students has been reported in previous literature, yet comprehensive assessments in this area are lacking. Coping skills are considered predictors for both academic self-efficacy and academic motivation. This study aimed to assess the roles of academic self-efficacy, academic motivation, and coping skills in the lives of graduate students. A correlational research design was employed for this purpose. Convenient sampling was utilized to select 300 participants for the study. Data were collected through the General Self-Efficacy, Academic Motivation, and Brief-COPE instruments. The study revealed a significant positive correlation between academic self-efficacy, academic motivation, and coping skills, indicating a strong connection among these variables. Further, the gender differences were assessed, but no significant differences were found among study variables. The findings of this study underscore the importance of academic self-efficacy, academic motivation, and coping skills in graduate students' lives. The significant positive correlation among these variables suggests that interventions targeting improvement in one area may positively influence the others. Additionally, the lack of gender differences in these variables indicates that strategies for enhancing academic performance, motivation, and overall well-being should be inclusive and not gender-specific. Institutions can utilize these findings to develop programs aimed at supporting students with low coping skills to enhance their academic performance, motivation, and overall well-being.

This study aimed to investigate the effect of emotional intelligence components on self-regulated learning strategies and academic efficacy among graduate students. The research employed a correlational design with a sample of 150 graduate students selected through one-stage cluster sampling. Data were gathered using the Siberia Schering Emotional Intelligence Questionnaire (1996), the Pintrich and De Groot Self-Regulated Learning Strategies Questionnaire (1990), and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999). Descriptive and inferential statistics, including Pearson correlation and stepwise multiple regression, were used for analysis. Descriptive results indicated moderate to high mean scores for emotional intelligence (M = 96.83, SD = 26.17), self-regulated learning strategies (M = 209.65, SD = 63.27), and academic self-efficacy (M = 16.86, SD = 1.96). A significant positive correlation was found between emotional intelligence and self-regulated learning strategies (r = 0.68, p < 0.001), with the strongest subcomponent correlation being social awareness (r = 0.71, p < 0.001). Self-regulated learning strategies also had a significant positive correlation with academic self-efficacy (r = 0.53, p < 0.001). Regression analysis showed that social awareness (β = 0.712, p < 0.001) and social skills (β = 0.28, p < 0.001) together explained 55% of the variance in academic self-efficacy (R² = 0.55). Additionally, self-regulated learning strategies significantly predicted academic efficacy (β = 0.53, p < 0.001), accounting for 29% of the variance (R² = 0.29). The results highlight the critical role of emotional intelligence—especially social awareness and social skills—and self-regulated learning strategies in enhancing academic self-efficacy among graduate students.

One of the main success drivers of the Fourth Industrial Revolution is the integration of information technology and industry, which encourages innovation through collaboration between industry and academia. As a result, fostering innovative behaviour among undergraduates is essential for success in higher education throughout this revolution. The purpose of this study is to examine the direct effects of capability (leadership, technological literacy, interaction, knowledge sharing, and collaboration) on innovative behaviour and the indirect effect of knowledge integration's mediating role. Data from 3,230 undergraduates was collected and analysed. The provided hypotheses were validated using structural equation modelling, which demonstrated that capability significantly influenced the success of adopting innovative behaviour. Furthermore, we observed that knowledge sharing was the most powerful predictor. We also discovered that the intervening knowledge integration had an indirect effect, indicating the presence of a relationship between capability and innovative behaviour through this variable. When the direct and indirect effects were evaluated, the direct effect was substantially stronger than the indirect effect. The study's practical implications should focus strongly on promoting innovative behaviour and knowledge integration in the process of establishing appropriate educational programmes for universities. Furthermore, universities should develop strategies to encourage undergraduate students to share their knowledge and abilities with others since this improves performance and increases awareness of new prospects for innovation. In future research, we should include more educational institutions in our study, such as high schools, technical schools, and graduate students. Doi: 10.28991/ESJ-2022-SIED-07 Full Text: PDF