Core Self-evaluations Research Articles

Effect of Core Self-Evaluation and Career Competencies on Employee Well-Being in the New Normal Era

Effect of Core Self-Evaluation and Career Competencies on Employee Well-Being in the New Normal Era

The relationship between parental conflict and adolescent cyberbullying: the roles of parent-child attachment and core self-evaluation

The relationship between parental conflict and adolescent cyberbullying: the roles of parent-child attachment and core self-evaluation

The core self-evaluations, psychological capital, and academic engagement: a cross-national mediation model.

An academic environment with continuously more demanding tasks requires students to capitalize on their strengths to meet the challenges and engage in learning experiences. Engaged students are deeply involved in their work, are strongly connected with their studies, and are more successful in academic tasks. The present study aimed to test a model in that core self-evaluations (CSE) predicts academic engagement (AE) directly and indirectly by increasing personal resources (i.e., psychological capital; PsyCap) in the case of two different samples, Romanian and Serbian. Data were collected through three online questionnaires from 672 undergraduate students (Romania - 458; Serbia - 214). The findings confirmed that CSE was positively related to PsyCap, which was positively associated with AE, and PsyCap mediates the relationship between the two variables in both samples. A positive evaluation of one's characteristics (high CSE) mainly affects the cognitive and emotional mechanism of appraising the academic-related tasks one encounters (high PsyCap), ultimately shaping their motivation and engagement. These results pointed out the importance of the CSE and PsyCap that support each other and increase students' AE, explaining the mediating mechanism of PsyCap. Also, they provide insight into the students' engagement from two different cultural and educational contexts, being helpful to universities in their effort to increase students' engagement.

Contributing factors for older workers’ mental health: Perceived team leader equitable treatment and core self-evaluations

Sustaining a mentally healthy workforce has become a priority as our labor market continues to age. However, few studies have evaluated the factors that contribute to older workers’ mental well-being or the role of older workers’ personal resources in the Job Demands-Resources (JD-R) theory. This study investigates the role of perceived team leader equitable treatment and core self-evaluations (CSE) on older workers’ mental health by comparing with other age groups. We analyzed the responses of 271 American workers aged 50 and older using structural equation modeling and compared them with the responses of 284 middle-aged workers (35–49 years old) and 272 younger workers (under 34 years old). Results showed that CSE mediated the relationship between perceived team leader equitable treatment and mental health of all employees. CSE was a protective factor for mental health regardless of age. The findings highlight the importance of building CSE of all employees.

Emotion regulation in undergraduate nursing students: A latent profile analysis

BackgroundCurrent research on emotion regulation of undergraduate nursing students mainly focused on the overall level of emotion regulation and its relationship with other variables, ignoring the individual heterogeneity of emotion regulation of undergraduate nursing students. AimBy latent profile analysis (LPA), this study aimed to identify different emotion regulation profiles among undergraduate nursing students and to explore demographic and personal factors associated with different emotion regulation profiles. MethodThis was a cross-sectional study. A total of 578 nursing students were investigated by the demographic questionnaire, the emotion regulation scale, the Connor-Davidson resilience scale-10 item and the core self-evaluations scale. LPA was used to analyze the latent profiles of emotion regulation among undergraduate nursing students. And multiple logistic regression was used to explore the predictors of different profiles. ResultThree potential profiles were identified: profile 1-- low suppression and moderate reappraisal group, profile 2-- moderate suppression and high reappraisal group, profile 3-- high suppression and high reappraisal group. Resilience, family monthly income and perception of nursing profession were predictors of different profiles. ConclusionMost nursing students were classified into profile 2 and their emotion regulation was relatively good. However, students in profile 1 were with moderate cognitive reappraisal and students in profile 3 were with high expressive suppression, and their emotion regulation need to be further improved by increasing their cognitive reappraisal and decreasing their expressive suppression. Strategies tails to improve resilience, increase scholarships and change the perception of nursing profession may be effective ways to improve emotion regulation of undergraduate nursing students in different profiles.

Impact of Vocational Core Competencies of Higher Vocational Students on Innovative Behavior: The Mediating Effect of Creative Self-Efficacy and Moderating Effect of Core Self-Evaluation

The cultivation of vocational core competencies is one of the essential guarantees to realizing students’ overall development. It is also a key quality and ability to promote students’ adaptation to lifelong development and career requirements. In this study involving 844 higher vocational students in Beijing, we analyzed the effect of vocational core competencies on innovative behavior. We find that sophisticated relationships exist between vocational core competencies, creative self-efficacy, innovative behaviors, and core self-evaluation. Innovative behavior positively correlated with vocational core competencies, in which creative self-efficacy has a partial mediating effect, positively regulated by core self-evaluation. Thus, higher vocational colleges should emphasize developing vocational core competencies systems and cultivating students’ innovative behaviors to promote all-around development.

Measurement Impact of Core Self-Evaluation on Job Outcomes and The Role of Organizational Socialization

Measurement Impact of Core Self-Evaluation on Job Outcomes and The Role of Organizational Socialization

Do core self‐evaluations mitigate or exacerbate the self‐regulation depletion effect of leader injustice? The role of leader‐contingent self‐esteem

AbstractThis study investigates how an employee's core self‐evaluation (CSE) affects their self‐regulation depletion in response to leader injustice. To reconcile the conflicting predictions of CSE reported in the existing leadership and justice literature, we propose and test a self‐esteem contingency model for CSE, drawing on the self‐determination theory (SDT) account of the self‐regulatory process. We hypothesize that when an employee's CSE is heavily contingent on the leader's approval and recognition (denoted as high‐level leader‐contingent self‐esteem), CSE facilitates a controlled form of self‐regulation in response to leader injustice, leading to self‐regulation depletion. Conversely, when one's CSE is less contingent on the leader's approval (denoted as low‐level leader‐contingent self‐esteem), self‐regulation facilitated by CSE in the presence of leader injustice is less of controlled, reducing the likelihood of self‐regulation depletion. Our results and implications from three studies consistently supported our main hypothesis regarding the three‐way interaction of leader injustice, CSE and leader‐contingent self‐esteem, as well as highlighting the potential downside of a follower's self‐esteem being overly reliant on their leader's treatment.

Unraveling the Pathways to Creative Performance: The Serial Mediation of Career Optimism and Career Commitment Between Core Self-Evaluation and Employee Creative Performance in the IT Sector

Organizations seeking to innovate and gain a competitive edge must unleash creative potential in the workplace. The current study is aimed at assessing the serial mediation of career optimism and career commitment in the relationship between core self-evaluation (CSE) and employee creative performance. 458 employees from the IT sector participated in the study belonging to Rawalpindi and Islamabad. Data was collected using adopted questionnaires. SPSS PROCESS Macro was used for data analysis. The findings showed that individuals with higher levels of CSE also had higher levels of career optimism, which affects their commitment to their careers. Consequently, higher levels of career commitment have a positive impact on their ability to produce creative work. These findings highlight the need of taking career optimism and career commitment into account as sequential mediators of CSE's influence on creative performance. Furthermore, this work provides the door for future research into the underlying mechanisms and the examination of new aspects that could add to the complex dynamics of creativity.

Does positive coping style alleviate anxiety symptoms after appearing problematic smartphone use for generation Z adolescents? The mediating role of state core self-evaluation

Does positive coping style alleviate anxiety symptoms after appearing problematic smartphone use for generation Z adolescents? The mediating role of state core self-evaluation

Predictors of Protean Career for Millennial Workers: The Impact on Career Resilience and Career Satisfaction

A contemporary career model, the protean career has offered an alternative for career development in the workplace, especially for the millennials. This study aims to analyze the core self-evaluation and emotional intelligence as the predictors of protean career and the impacts on career resilience and career satisfaction. Online survey from 260 millennials who work in various industries were analyzed to develop an integrative career model, by using partial least square structural equation modelling (PLS-SEM). The results of the study indicated core self-evaluation and emotional intelligence as predictors that have a significant effect on protean careers. In addition, the research found the significant effect of protean career on career resilience, also the significant effect of career resilience on career satisfaction. This study contributes to the development of career literature through a contemporary approach that emphasizes the individual role in career development. This study also provides managerial implications, where managers need to consider emotional intelligence in the recruitment process and encourage employees’ ability to evaluate themselves for career success. Keywords: Core self-evaluation, emotional intelligence, protean career, career resilience, career satisfaction

Predicting well-being at work during Covid-19: Examining the incremental validity of core self-evaluations and the mediating effect of perceived strengths use

The Covid-19 pandemic affected work dynamics across economies, creating a need to map which individual and job-related resources organizations should rely on to support their workforce in dealing with challenging job demands, while preserving positive levels of performance and well-being. The current study is carried out with this purpose and empirically tests whether core self-evaluations play a relevant role over proactive personality in predicting occupational well-being, operationalized through thriving at work. Results from a sample of N = 94 incumbents from different jobs and organizations, surveyed during the fourth wave of the pandemic, revealed that core self-evaluations yield a significant contribution to predicting thriving, over proactive personality. Mediation analyses showed that core self-evaluations impact upon this criterion via perceived strengths use, both directly and indirectly, when the effects of proactive personality are accounted for. Major implications for human resources management in the Covid-19 pandemic and analogous work crises are discussed.

A cross-lagged longitudinal investigation of the relationship between stigma and job effectiveness among employees with HIV.

Growing diversity in the workforce has compelled scholars and managers to create inclusive organizational environments for employees who belong to marginalized groups. Yet, little is known about how employees with stigmatized medical conditions manage their job demands. In this article, we examine the role of stigma associated with human immunodeficiency virus (HIV) in shaping the ability of employees with HIV to contribute to their organizations. Drawing on stigma and emotions literatures, we investigate the influence of HIV stigma on job effectiveness (i.e., in-role performance and organizational citizenship behaviors) through the mediated paths of fear and shame. We further examine whether a psychological (i.e., core self-evaluation [CSE]) and a physiological (i.e., CD4 cell count, defined as the biological indicator of HIV severity) factor would moderate these mediating relationships at the first and second stages, respectively. Using a sample of 225 employees with HIV surveyed across three measurement periods with a time lag of 3 months, we found support for the dual-stage moderated mediation model linking HIV stigma and job effectiveness via shame under lower (vs. higher) levels of CSE and CD4 cell count. By contrast, we did not find evidence for the mediating role of fear. Implications of our findings for theory and practice are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Structure and Sources of Core Self-Evaluations: Construct Validation Using Multi-Rater and Genetically Informative Designs

Self-efficacy, internal locus of control, self-esteem and emotional stability are characterized by substantial theoretical overlap and empirical associations. In previous research, these four characteristics were frequently suggested to represent a common personality construct referred to as core self-evaluations (CSE). However, neither the structure of the construct CSE has been sufficiently validated nor its genetic and environmental sources examined, so far. The current study bridges this gap. Applying multitrait-multirater analyses of 2377 self- and 1176 informant-reports, we found substantial common variance beyond self-rater specificity, item specificity and random measurement error. Furthermore, using genetically informative data from 1146 twins, we investigated common and specific genetic and environmental sources of variance in the four characteristics. Common variance was substantially attributable to additive genetic and nonshared environmental influences, which were mediated by a higher-order latent variable. The results support the validity of the construct’s hierarchical structure with a common latent core trait accounting for the covariance between the four characteristics. Beyond nonshared environmental components specific to the four characteristics, nonadditive genetic sources accounted for common variance in self-efficacy and internal locus of control, whereas specific additive genetic factors explained variance in emotional stability, implying that these characteristics also include divergently valid aspects of personality.

Grit as a mediator between core self-evaluations and mental health complaints: The moderating role of workload

The present study focuses on the possible mediating effect of the grit concept in the relationship between core self-evaluations and mental health complaints. It also examines the moderating role of workload in the relationship between core self-evaluations and grit. The data was collected online from a convenience sample of 224 employees (55.4% females) and analyzed with PROCESS macro. The results brought support to the moderated mediation model in which grit partially mediates the relationship between core self-evaluation and mental health complaints, and workload moderates the relationship between core self-evaluation and grit. Overall, our results emphasize the positive impact of core self-evaluations and grit on health complaints while highlighting the boost effect of workload.

Grit’s Incremental Validity over Non-Cognitive Predictors of Job-Relevant Outcomes

This study analyzes grit's validity in predicting several work-relevant outcomes (in-role performance, counter-productive work behaviors, job satisfaction) over the Five-Factor Model, and core self-evaluations. Hierarchical regression analyses were used in order to estimate grit's incremental validity over the canonical five-factor dimensions and core-self-evaluation. Findings indicate that grit does not explain significant amounts of variance in job-related outcomes.

The influence of stressful life events on procrastination among college students: multiple mediating roles of stress beliefs and core self-evaluations.

Few studies have documented the relationship between stressful life events and procrastination, which is a prevalent and troubling problem among college students. In this regard, the current study examined the association between stressful life events and procrastination through potential mediating effects of stress beliefs and core self-evaluations. A cross-sectional design was carried out and data were collected from a total of 794 Chinese college students with measures of stressful life events, core self-evaluations, stress beliefs, and procrastination. Stressful life events was positively associated with procrastination in college students. Stress beliefs and core self-evaluations played multiple mediating roles in this relationship. The study provided a novel perspective of finding the possible causes of procrastination in college students and highlighted the roles of stress beliefs and core self-evaluations.

Predictors of Psychological Strain and Allostatic Load in Teachers: Examining the Long-Term Effects of Biopsychosocial Risk and Protective Factors Using a LASSO Regression Approach.

Teacher stress significantly challenges teachers' health, teaching quality, and students' motivation and achievement. Thus, it is crucial to identify factors that effectively prevent it. Using a LASSO regression approach, we examined which factors predict teachers' psychological strain and allostatic load over two years. The study included 42 teachers (28 female, Mage = 39.66, SD = 11.99) and three measurement time points: At baseline, we assessed teachers' (a) self-reports (i.e., on personality, coping styles, and psychological strain), (b) behavioral data (i.e., videotaped lessons), and (c) allostatic load (i.e., body mass index, blood pressure, and hair cortisol concentration). At 1- and 2-year follow-ups, psychological strain and allostatic load biomarkers were reassessed. Neuroticism and perceived student disruptions at baseline emerged as the most significant risk factors regarding teachers' psychological strain two years later, while a positive core self-evaluation was the most important protective factor. Perceived support from other teachers and the school administration as well as adaptive coping styles were protective factors against allostatic load after two years. The findings suggest that teachers' psychological strain and allostatic load do not primarily originate from objective classroom conditions but are attributable to teachers' idiosyncratic perception of this environment through the lens of personality and coping strategies.

How to Develop 21st Century Skills in Students: The Role of LEGO Education

The concept of “21st century skills” emerged in response to the challenges of the modern era. The Partnership for 21st Century Skills (P21) was a pioneering force in this movement and developed the Framework for 21st Century Learning in the early 2000s (Shi et al., 2016). In 2012, the U.S. National Research Council issued a report titled Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, which marked a new direction for educational reform and development in the U.S. and provided valuable insights for nations worldwide. The report identified three domains of competence that comprise 21st century skills: cognitive, intrapersonal, and interpersonal. Each domain consists of several clusters of relevant competencies. The cognitive domain includes cognitive processes and strategies, knowledge, and creativity. The intrapersonal domain encompasses intellectual openness, work ethic/conscientiousness, and positive core self-evaluation. The interpersonal domain is divided into two clusters: teamwork and collaboration, and leadership (National Research Council, 2012). Developing these skills is not only crucial for personal growth and achievement, but also essential for the progress of society as a whole. Therefore, individuals and educational institutions should prioritize the cultivation of 21st century skills in today’s rapidly evolving social and economic environment.

Influence of core-self evaluation on academic burnout among Pakistani university students: mediating role of life satisfaction

Influence of core-self evaluation on academic burnout among Pakistani university students: mediating role of life satisfaction