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Women are more likely than men to be targets of incivility in the workplace. Scholars have referred to this pattern as selective incivility and suggest that incivility directed toward women—that is, selective incivility—is a form of modern sexism in the workplace. However, it remains unclear whether women themselves make sense of incivility from men as a form of gender bias, and when such perceptions shape whether women engage in unique responses to incivility perceived as selective. Drawing on social identity theory, we develop a conceptual model to better understand these relationships. Across two studies with working women, we show that women perceive male‐instigated incivility as selective. Further, our findings show that women are more likely to engage in problem‐focused‐responses (i.e., direct confrontation and formal reporting), rather than emotion‐focused responses (i.e., avoidance) in response to incivility perceived as selective and that these coping responses are, at times, moderated by the frequency of incivility. Overall, our research advances the literature on incivility, selective incivility, and gender bias at work, offers practical implications for managers seeking to foster workplace inclusion, and suggests novel directions for future research. [ABSTRACT FROM AUTHOR]

There is a dearth of research on how alternative models of grit predict well-being outcomes. In this research, we examine associations among the "Triarchic Model of Grit" dimensions (i.e. perseverance of effort, consistency of interests, and adaptability to situations) and positive and negative emotions. We also explore the mediating role of social-emotional learning in these relationships. Data collected from 1351 high school students from the Philippines showed that "perseverance" and "adaptability" were positively related to social-emotional learning, while "consistency" was negatively associated with social-emotional learning. Further analysis showed that "perseverance" and "adaptability" were indirectly related to positive emotions via social-emotional learning. Overall, these findings demonstrate the need to adopt culturally-sensitive models of grit for student populations in Asian cultural contexts.

Intimate partner violence (IPV) is a global public health issue that negatively impacts organizations and their employees. Research suggests that organizations can play a supportive role to lessen this negative impact. However, it has been relatively silent on the conditions under which organizations choose to play such a role. Integrating social role and critical mass perspectives, we examine the extent to which organizations adopt human resource (HR) practices to support employees affected by IPV. Specifically, we argue that organizations are more likely to adopt IPV‐related HR practices when they are led by female Chief Executive Officers (CEOs) and Top Management Teams (TMTs) with more female members. Furthermore, we argue that when women's representation reaches a critical mass plateau, appointing more women in TMTs has no incremental impact, and this non‐linear relationship moderates the CEO gender effect. Overall, we found support for our hypotheses based on a survey study of HR professionals from 414 Australian organizations (Study 1) and an archival study using 2 years of the Workplace Gender Equality Agency data from 4186 Australian organizations (Study 2). Theoretical and practical implications on the influence of gender configurations in leadership positions on the adoption of diversity, equity, and inclusion‐related HR practices are discussed. [ABSTRACT FROM AUTHOR]

International students have a substantial presence in western business schools. Yet, research on international students' experiences remains sparse. Following recent calls to understand the international student-educational institution relationship, we examine the content, formation, and fulfilment of their psychological contract. We conduct a qualitative study of international students in two Australian business schools with large international student cohorts. The findings indicate that international students use social and institutional sources to create the contract, which, when fulfilled, leads to positive educational and psychological outcomes. Our research contributes to the business and international education literature by identifying the key content of the contract. We also highlight the interconnected roles of three tiers of the institution -- academic staff, business school and university -- in fulfilling the contract. Knowledge of international students' psychological contract will help business schools better manage the student-institution relationship and create a sustainable international student expansion strategy.

Organizational dehumanization, a concept that has garnered increasing scholarly attention, still faces two significant limitations within the current literature. First, there is a lack of rigorously validated scales in the field. Second, the effects of organizational dehumanization on the family domain have been largely overlooked. In light of these gaps, we embarked on a comprehensive research project comprising five studies (NTotal = 2635) to address these limitations. Our primary objectives were twofold: (1) to develop and validate a concise five‐item scale for measuring organizational dehumanization based on Caesens et al.'s (Eur. J. Work Org. Psychol., 26, 2017, 527‐540) 11‐item measure (Studies 1, 2 and 3) and (2) to investigate a novel spillover–crossover model of organizational dehumanization (Studies 4 and 5). Our results indicated that our proposed short scale has a good factorial structure and high reliability indices, correlates strongly with the 11‐item full scale, is invariant over time and demonstrates evidence for convergent, discriminant and incremental validity. In addition, using data from both employees and their family members, we showed that organizational dehumanization contributes to an increase in work‐to‐family conflict among employees, as perceived by their family members. This, in turn, heightens relationship tension within their family members, ultimately leading to a decline in their relationship satisfaction. Theoretical and practical implications and avenues for future research are also discussed. [ABSTRACT FROM AUTHOR]

Summary: The question of why so many people leave science, technology, engineering and mathematics (STEM) jobs continues to echo through social science research and Government policy. This is not surprising given the considerable investments into uptake and quality of STEM education and that STEM workers have a pivotal role to play in addressing current and future grand challenges. Yet, too many individuals with tertiary degrees in STEM—disproportionately women, racial minorities, and the underprivileged—leave or pursue careers in non‐STEM fields. While demand for employment in STEM continues to grow, such persistent STEM defections present a significant challenge. We offer an integrative special issue of eight empirical articles capturing current thinking and evidence on employee retention and turnover, both within and beyond the realm of STEM. Our thematic analysis of the articles reveals overarching themes around the fundamental question of why people choose to stay in their jobs and why they leave. From this, we provide a future research agenda recognizing the myriad work and nonwork factors influencing the desire and ability to stay in one's chosen profession, particularly in critical sectors where gender and minority attrition rates prevail. [ABSTRACT FROM AUTHOR]

Summary: The rising use of artificially intelligent (AI) technologies, including generative AI tools, in organizations is undeniable. As these systems become increasingly integrated into organizational practices and processes, understanding their impact on workers' experiences and job designs is critical. However, the ongoing discourse surrounding AI use in the workplace remains divided. Proponents of the technology extol its benefits for enhancing efficiency and productivity, while others voice concerns about the potential harm to human workers. To provide greater clarity on this pressing issue, this article presents a systematic review of empirical research that sheds light on the implications of AI use at work. Organized under five inductively generated themes within a multilevel framework, we uncover individual, group, and organizational factors that shape the interplay between humans and AI. Specifically, the themes are: (1) human–AI collaboration; (2) perceptions of algorithmic and human capabilities; (3) worker attitudes towards AI; (4) AI as a control mechanism in algorithmic management of platform‐based work; and (5) labor market implications of AI use. Our review offers insights into these themes and identifies five pathways for future research. Finally, we provide practical recommendations for organizational leaders seeking to implement AI technologies while prioritizing their employees' well‐being. [ABSTRACT FROM AUTHOR]

Despite their significant presence in western business schools, the needs and experiences of international students have not been adequately reflected in the business education literature. We draw upon psychological contract theory--used to understand employer-employee relationships--to develop a novel theoretical model on the international student-usiness school relationship. Based on a review of psychological contract and international education literatures, we propose that students perceive a variety of institutional obligations arising from explicit and implicit promises made by business schools. Fulfilment or breach of these obligations will impact upon students' educational performance and satisfaction. We also examine ways in which students' cultural orientation might moderate the psychological contract process.

In this commentary, we argue that the work experiences of vulnerable workers merit scholarly attention. We elaborate on the concept of vulnerability in light of the person and context interaction. Additionally, we offer compelling reasons to highlight the significance of research on vulnerable workers in the realm of management research. Finally, we outline some of the challenges researchers face when studying this special population and suggest practical solutions to overcome methodological and logistical challenges towards developing and conducting research on the vulnerable workforce. [ABSTRACT FROM AUTHOR]

Summary: In two experimental studies, we investigate how being sick with a common cold in a selection context influences the appraisals that evaluators form and how, in turn, people appraisal dimensions influence evaluators' hiring recommendations and leadership evaluations. Grounded in people appraisal theory (Cuddy et al., 2008; Fiske et al., 2007), we assess the universal evaluative dimensions of warmth and competence to explain detriments in hiring recommendations and leadership evaluations for applicants with a common cold. Further, we investigate whether a theoretically grounded individual difference variable, namely, the degree to which evaluators take others' perspective, influences the appraisals and subsequent judgments of sick applicants. Results across the two experimental studies, using students and professionals with selection experience, suggest that showing signs of being sick (i.e., presenteeism) had a negative impact on competence appraisals but not warmth appraisals. In addition, attending a job interview while sick had a significantly stronger negative effect on competence appraisals when the rater had a low as opposed to a high level of perspective‐taking. These effects in turn predicted hiring recommendations and leadership evaluations. We discuss the implications of our findings for theory and practice. [ABSTRACT FROM AUTHOR]

Guided by the social cognitive career and cognitive evaluation theories, the authors theorize and test differential predictions regarding the moderating role of student- and parent-rated support when considering the influence of students' learning goal orientation on career decision-making self-efficacy. Data were collected from 141 undergraduate students and their parents over a 6-month period. Time 1 learning goal orientation was positively related to career decision-making self-efficacy at Time 2. Results also revealed a differential pattern of moderating effects for student ratings of parental support and parent ratings of support. High student ratings of parental support strengthened the association between learning goal orientation and career decision-making self-efficacy. In contrast, low levels of parent-rated support strengthened the relationship between learning goal orientation and career decision-making self-efficacy. The discussion highlights the importance of considering how perceptions of parental support differ between parents and their children. (Contains 2 figures and 2 tables.)

The current study extends past research by examining leader-member exchange as a mediator of the relationship between employee reports of psychological contract breach and career success. In addition, we tested a competing perspective in which we proposed that performance mediators (i.e., in-role performance and organizational citizenship behaviors) will mediate the breach-career success relationship. Subjective and objective indicators of career success were assessed using supervisor-rated promotability and archival data on actual promotion decisions, respectively. In Sample 1, we found that supervisor-rated leader-member exchange (T1) mediated the relationship between breach (T1) and objective career success after 2 years. In sample 2, we replicated and extended these results using a three wave measurement over three years. Specifically, we found that leader-member exchange (T2) mediated the relationship between relational breach (T1) and subjective (T2) and objective (T3) career success. Performance-based mediators at T2 were no longer significant when regressed together with leader-member exchange and relational breach, ruling out alternative mediator explanations. (Contains 4 tables.)

This article investigated opinions on what constitute parental abuse with interviews of 30 high school students, 30 parents, and 28 counselors. Despite increased reported cases of emotional abuses and child maltreatments in the Philippines, few empirical studies have explored the exact nature of parental verbal abuses in this country. This study is designed to address this gap in the literature. The results revealed nine categories of parental verbal abuses namely: (a) Put downs and shaming, (b) Rejection, (c) Blaming, (d) Fault Exaggerating, (e) Threat, (f) Invoking harm, (g) Regrets, (h) Unfair comparison, and (i) Negative prediction. Implications for research and practice were discussed. (Contains 2 tables.)

We developed a model of the relationships among aggressive norms, abusive supervision, psychological distress, family undermining, and supervisor-directed deviance. We tested the model in 2 studies using multisource data: a 3-wave investigation of 184 full-time employees (Study 1) and a 2-wave investigation of 188 restaurant workers (Study 2). Results revealed that (a) abusive supervision mediated the relationship between aggressive norms and psychological distress, (b) psychological distress mediated the effects of abusive supervision on spouse undermining, (c) abusive supervision had a direct positive relationship with supervisor-directed deviance, (d) the positive relationship between psychological distress and spouse undermining was stronger for men as opposed to women, and (e) employees engaged in relationship-oriented occupations reported greater levels of abusive supervision and psychological distress. Implications for theory and practice are discussed. (Contains 4 figures, 6 tables, and 2 footnotes.)