Abstract
Guided by affective events theory (AET), our inquiry aims at examining the relationships among affective work events, affective states, affect-driven behaviors, and attitudes of international faculty working in the Malaysian institutions of higher learning. Specifically, the impacts of interpersonal conflict, as a work event, on international faculty’s affective states were in focus. In addition, the mediating role of job performance, as an affect-driven behavior, on the relationship between affective states and job satisfaction, as an attitude, was examined. Data were collected from 152 respondents and partial least squares structural equation modeling (PLS-SEM) was applied to estimate the proposed theoretical model. Our model was examined from an explanatory-predictive perspective and exhibited a high level of out-of-sample predictive power. In addition, the results of the analysis highlighted the role of interpersonal conflict in causing affective states and affective states in causing job satisfaction. However, empirical evidence was not provided for the mediating role of job performance within the proposed model. Finally, given the fluctuating nature of the affective states, a robustness check verified the nonlinear relationship between positive affect and job performance. Implications of the findings, limitations, and recommendations were elaborated.
Highlights
Introduction and ContextAs a means to become more globalized, universities have taken different initiatives to incorporate internationalization and have re-evaluated their roles and approaches toward learning in the context of a globalized society (Bourn, 2011)
Hypothesis 5 (H5)(+): Positive Affect Æ Job PerformanceÆ Job Satisfaction (a × c) Hypothesis 6 (H6)(-): Negative Affect Æ Job PerformanceÆ Job Satisfaction (b × c) as two of the widely used covariates in organizational research (Bernerth & Aguinis, 2016), we considered them in our theoretical model
According to Kock (2015), when a full collinearity variance inflation factor (VIF) statistic achieves a value greater than 3.3, there would be an indication of pathological collinearity, thereby warning that a model may be contaminated by the common method bias (CMB)
Summary
As a means to become more globalized, universities have taken different initiatives to incorporate internationalization and have re-evaluated their roles and approaches toward learning in the context of a globalized society (Bourn, 2011). Hypothesis 2 (H2): Interpersonal conflict positively influences international faculty’s negative affect in Malaysian HEIs. Guided by AET, Judge et al (2006) found evidence for the effect of state hostility, as an affective states, on job satisfaction, as an attitude. Hypothesis 4 (H4): International faculty’s negative affect negatively influences their job satisfaction in Malaysian HEIs while controlling for gender and marital status With regard to this linkage, Zhao et al (2007) found empirical evidence for the linkage between negative affective states such as mistrust and violation with affect-driven behaviors (e.g., job performance and organizational citizenship behavior). Hypothesis 6 (H6): International faculty’s job performance negatively mediates the relationship between their negative affect and their job satisfaction in Malaysian HEIs while controlling for gender and marital status
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