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Whereas social support contributes to individual vitality and academic performance, the theoretical process through which social support promotes performance, and for whom it is most beneficial in this respect, remain open questions. We developed a conceptual model in which social support influences academic performance by promoting vitality, particularly among individuals who are low on social self-efficacy (SSE). Social support has a positive effect on university students' academic performance, which is largely explained by its relationship with reported vitality among students with relatively low levels of SSE but not among students with higher SSE. We discuss the theoretical and practical implications for the existing literature on social support and vitality in academic settings.

Facilitating refugees' transitions to host country society is of interest to their host countries and municipalities, employers within those countries, and the refugees themselves. We develop and test a model of how social identity processes, as outlined in selfcategorization theory, influence how perceiving that one is treated as an insider encourages behaviors reflecting social engagement with host country nationals, both within and outside of work. In a sample of 389 Syrian refugee employees in 88 supervisory units, perceived insider status was indirectly related to work initiative and community embeddedness through organizational identification. These indirect effects were moderated by diversity climate and perceived stigmatization of refugees in the broader society. Perceived insider status had its weakest effect on identification, and was not related indirectly to the outcomes when diversity climate was lower and perceived stigma was higher. We discuss the implications for theory development and practice concerning how social identity salience can inhibit personal affirmations at work from encouraging members of marginalized groups to demonstrate a deeper commitment to the organization and society. [ABSTRACT FROM AUTHOR]

We integrate theory and research about individuals’ responses to failures and develop a model in which occupational progress failures precipitate ruminative processes that limit the extent to which individuals subsequently act as informal leaders. Our first study, an experiment with a sample of advanced accounting students, found that manipulating poor performance on a simulated certification test promoted ruminative thoughts about the test, which were negatively related to peer ratings of informal leadership behavior during a subsequent task. A separate field study using a regression discontinuity design in a 14-week military training program found that failure to pass the required physical fitness examination early in group formation influenced psychosomatic symptoms—an indirect measure of sustained rumination—and consequently hindered enactment of informal leadership behavior. We also theorized and found that neuroticism enhanced the positive effect of failure on rumination in Study 1 and psychosomatic symptoms in Study 2. We discuss the implications for developing theories concerning how disruptive personal events may interfere with employees’ engaging in informal leadership behavior. [ABSTRACT FROM AUTHOR]

We develop a model in which cognitive and affective trust in the leader mediate the relationship between leader behavior and team psychological states that, in turn, drive team performance. The model is tested on a sample of 191 financial services teams in Hong Kong and the U.S. Servant leadership influenced team performance through affect-based trust and team psychological safety. Transformational leadership influenced team performance indirectly through cognition-based trust. Cognition-based trust directly influenced team potency and indirectly (through affect-based trust) influenced team psychological safety. The effects of leader behavior on team performance were fully mediated through the trust in leader variables and the team psychological states. Servant leadership explained an additional 10% of the variance in team performance beyond the effect of transformational leadership. We discuss implications of these results for research on the relationship between leader behavior and team performance, and for efforts to enhance leader development by combining knowledge from different leadership theories. (Contains 1 figure, 3 tables, and 1 footnote.)

Longitudinal data from blue-collar maintenance personnel and utility engineers were used to identify the plausible mediators between participative decision making (PDM) and job satisfaction (JS). Covariance structure analysis was also performed on the data. Role ambiguity, perceived obstacles, and performance-reward expectancy were found to mediate between PDM and JS. (TJH)

The antecedents and consequences of ethical leadership were examined in a study of 894 employees and their 222 immediate supervisors in a major financial institution in the United States. The leader personality traits of agreeableness and conscientiousness were positively related to direct reports' ratings of the leader's ethical leadership, whereas neuroticism was unrelated to these ratings. Ethical leadership influenced followers' voice behavior as rated by followers' immediate supervisors. This relationship was partially mediated by followers' perceptions of psychological safety. Implications for research on ethical leadership and means to enhance ethical behavior among leaders and nonleaders are discussed. Keywords: ethical leadership, leadership, personality, psychological safety, voice