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This study aims at investigating the effect of Psychological Capital (PsyCap) on employees’ career engagement and performance in public service organisations in Indonesia. Using the Jobs Demands-Resources (JD-R) model, this study also examines the indirect effect of PsyCap on performance through the mediating role of career engagement. Participants were full-time employees from various public service organizations in Indonesia (e.g., schools). The study was advertised mainly via alumni network groups. After a three-phase data collection, 265 participants fully completed the study. The data were collected using Psychological Capital Questionnaire (PCQ), Career Engagement Scale (CES), and Individual Performance Scale (IPS) and analyzed using a Structural Equation Modeling (SEM) technique. This study found the positive effect of PsyCap on employees’ career engagement and performance. Career engagement positively mediated the indirect effect of PsyCap on employees’ performance. Drawing from the JD-R model and the work engagement perspective, this study postulated that PsyCap provided significant personal resources to help employees cope with demanding career-related activities. While employees engaged in career advancement activities, they also improved their performance. PsyCap provided the employees with psychological resources (e.g., self-efficacy) which were fruitful for their career engagement and performance. Career engagement, on the other hand, helped facilitate the effect of PsyCap on performance. This study is among a few studies that focus on investigating career engagement in public organizations. Discussion, implications, and future research directions are included.

This study explores how abusive supervision impacts employee turnover intention and performance and examines how attribution styles moderate the relationship in public service organisations. Data were collected from five types of public service organisations in Indonesia (i.e., municipal offices, hospitals, police offices, social security offices, and schools) using a multi-wave longitudinal survey method with a five-workday interval. After removing incomplete responses and participants with careless responses, 369 participants were included in the analysis. The data were analysed using Hayes' moderated-mediation regression technique. This study confirmed that abusive supervision indirectly reduced performance by increasing turnover intention. However, three attribution styles (i.e., self-, supervisor-, and organisation-directed) showed different moderating effects on the relationship. Self- and organisation-directed attribution could intensify the positive impact of abusive supervision on turnover intention. The negative impact of abusive supervision on performance was observed when supervisor-directed attribution was low. [ABSTRACT FROM AUTHOR]