Core Self-Evaluations Chang, Chu-Hsiang (Daisy); Ferris, D. Lance; Johnson, Russell E. ...
Journal of management,
01/2012, Letnik:
38, Številka:
1
Journal Article
Recenzirano
Core self-evaluation (CSE) represents the fundamental appraisals individuals make about their self-worth and capabilities. CSE is conceptualized as a higher order construct composed of broad and ...evaluative traits (e.g., self-esteem and generalized self-efficacy). The authors review 15 years of CSE theory and research, focusing in particular on the outcomes, mediators, and moderators of CSE via qualitative and quantitative literature reviews. Meta-analytic results support the relation of CSE with various outcomes, including job and life satisfaction, in-role and extra-role job performance, and perceptions of the work environment (e.g., job characteristics and fairness). The authors conclude with a critical evaluation of CSE theory, measurement, and construct validity, highlighting areas of promise and concern for future CSE research. Key topics requiring further research include integrating CSE within an approach/avoidance framework, ruling out alternative explanations for the emergence of the higher order construct, testing the possibility of intraindividual change in CSE, evaluating the usefulness of CSE for staffing and performance management, and moving beyond CSE to also consider core external evaluations.
Both student feedback literacy and self-assessment are crucial for developing self-regulated and lifelong learning in higher education. The relationship between these two concepts is important but as ...yet understudied. Using self-assessment to develop students' feedback literacy has been mentioned in relevant literature, but how feedback literacy can facilitate self-assessment practice remains unclear. The purpose of this conceptual article is twofold. First, we articulate the interplay between feedback literacy and self-assessment based on a reframing and integration of the two concepts. Secondly, we unfold the self-assessment process into three steps: (1) determining and applying assessment criteria, (2) self-reflection, and (3) self-assessment judgement and calibration. For each step, we propose a pedagogical principle and recommend feedback practices that facilitate meaningful self-assessment. Implications for learning and teaching in both face-to-face and online learning environments are discussed.
We present a motivational model of abusive supervision to examine the effects that exposure to abusive supervision has on creativity. In particular, we predict that intrinsic motivation mediates the ...negative relation between abusive supervision, as perceived by employees, and their creativity. In addition, we examine the extent to which core self-evaluations attenuate the main effect of abusive supervision and the indirect effect of intrinsic motivation. Our results, based on multiwave, multisource data collected in China, fully support our hypotheses, address unexplored theoretical predictions, and offer new directions for mistreatment, creativity, motivation, and personality research.
Self-rated health (SRH), a subjective assessment of health status, is extensively used in the public health field. However, whether SRH can reflect the objective health status is still debatable. We ...aim to reveal the relationship between SRH and objective health status in the general population.
We assessed the relationship between SRH and objective health status by examining the prevalence of diseases, laboratory parameters, and some health-related factors in different SRH groups. Data were collected from 18,000 residents randomly sampled from the general population in five cities of China (3,600 in each city). SRH was assessed by a single-item health measure with five options: "very good," "good," "fair," "bad," and "very bad." The differences in prevalence of diseases, laboratory parameters, and health-related factors between the "healthy" (very good plus good), "relatively healthy" (fair), and "unhealthy" (bad plus very bad) groups were examined. The odds ratios (ORs) referenced by the healthy group were calculated using logistic regression analysis.
The prevalence of all diseases was associated with poorer SRH. The tendency was more prominent in cardio-cerebral vascular diseases, visual impairment, and mental illnesses with larger ORs. Residents with abnormalities in laboratory parameters tended to have poorer SRH, with ORs ranging from 1.62 (for triglyceride) to 3.48 (for hemoglobin among men) in a comparison of the unhealthy and healthy groups. Most of the health-related factors regarded as risks were associated with poorer SRH. Among them, life and work pressure, poor spiritual status, and poor quality of interpersonal relationships were the most significant factors.
SRH is consistent with objective health status and can serve as a global measure of health status in the general population.
Despite urgent calls for more research on the integration of business ethics and the meaning of work, to date, there have been few corresponding efforts, and we know surprisingly little about this ...relationship. In this study, we address this issue by examining when and for whom ethical leadership is more (or less) effective in promoting a sense of work meaningfulness among employees, and their subsequent work attitudes. Drawing on the contingency theories of leadership and work meaningfulness literature, we speculate that both employees' core self-evaluation (CSE; as a dispositional characteristic) and perceived organizational support (POS; as a situational characteristic) moderate the relationship, but in different ways, and these associations carry over to employees' subsequent work attitudes in terms of job satisfaction, organizational commitment and turnover intention. We test our hypotheses with two-wave survey data collected from 377 employees. Results indicate that ethical leadership is effective in eliciting work meaningfulness and attitudes for employees higher in CSE or when POS is lower, and ineffective for those lower in CSE or when TOS is higher. A supplementary analysis reveals a three-way interaction between ethical leadership, CSE and POS in predicting a sense of work meaningfulness and subsequent work attitudes. Our research cautions that ethical leadership is not a universally positive practice; it can be ineffective or even have a negative impact under some circumstances.
A combined measure of financial literacy that includes both a test score of actual financial literacy and a self‐rating of overall financial literacy is used in this study. We find that the combined ...measure appears to provide greater understanding about how financial literacy affects financial behaviors. A large national survey of U.S. adults and households (n = 28,146) was used to investigate how this overall financial literacy is likely to change financial behaviors across five financial topics: credit cards, investments, loans, insurance, and financial advice. For each topic, we include 4–5 financial behaviors (22 in total) to demonstrate the consistency of the findings within and across topics. Although we are unable to identify a causal relationship, the results from the probit analysis show that both actual and perceived financial literacy appear to influence financial behaviors and that perceived financial literacy may be as important as actual financial literacy. (JEL D14, G00)
We used data obtained from customer contact employees in the People’s Republic of China to test a moderated mediation model of the processes through which core self-evaluations (CSE) influence voice ...behavior. Specifically, we examined personal control and approach/avoidance motivation as psychological pathways and procedural justice perceptions as a moderator of the CSE–voice behavior relationship. As predicted, our results revealed that CSE related to employee voice behavior indirectly through personal control and approach motivation but not avoidance motivation. Furthermore, and consistent with our prediction, results showed that procedural justice perceptions moderated the mediated influence of both personal control and approach motivation on the CSE–voice behavior relationship such that this relationship is stronger when procedural justice perceptions are high but not low. We discuss the implications of these findings in terms of explanatory frameworks for understanding the documented effects of CSE on employee work outcomes.
Purpose: Even older adults with relatively mild hearing loss report hearing handicap, suggesting that hearing handicap is not completely explained by reduced speech audibility. Method: We examined ...the extent to which self-assessed ratings of hearing handicap using the Hearing Handicap Inventory for the Elderly (HHIE; Ventry & Weinstein, 1982) were significantly associated with measures of speech recognition in noise that controlled for differences in speech audibility. Results: One hundred sixty-two middle-aged and older adults had HHIE total scores that were significantly associated with audibility-adjusted measures of speech recognition for low-context but not high-context sentences. These findings were driven by HHIE items involving negative feelings related to communication difficulties that also captured variance in subjective ratings of effort and frustration that predicted speech recognition. The average pure-tone threshold accounted for some of the variance in the association between the HHIE and audibility-adjusted speech recognition, suggesting an effect of central and peripheral auditory system decline related to elevated thresholds. Conclusion: The accumulation of difficult listening experiences appears to produce a self-assessment of hearing handicap resulting from (a) reduced audibility of stimuli, (b) declines in the central and peripheral auditory system function, and (c) additional individual variation in central nervous system function.
Although research has demonstrated that workplace fun has important benefits, we have an incomplete understanding of the role of fun in the learning domain, especially informal learning. To address ...this need, the present study examined the influence of fun activities and manager support for fun on informal learning among 206 managers. Fun activities were significantly related to overall informal learning, but manager support for fun was not. Examination of the dimensions of informal learning found that manager support for fun was significantly related to learning from oneself, while fun activities were significantly related to learning from others and learning from non-interpersonal sources. Furthermore, a negative interaction between core-self evaluations and fun activities in predicting learning from oneself was found, suggesting that fun may not be beneficial for all individuals. The key practical implication is that organizations should consider fun as a viable strategy to promote informal learning beyond traditional learning supports. At the same time, organizations should consider the personality of their learners to ensure fun has its intended impact.
•Fun activities were significantly related to overall informal learning•However, manager support for fun was not significantly related to overall informal learning•Manager support for fun was significantly related to learning from oneself•Fun activities were significantly related to learning from others and non-interpersonal sources•Core-self evaluations interact with fun activities in predicting learning from oneself
This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and ...teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students' expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students' expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field.
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