Feedback-seeking Behavior Research Articles

Decisions to seek cognitive performance feedback: Potential determinants of feedback value and consequences for learning

Performance feedback is essential for effective learning. Feedback contains both informational and affective properties. Following negative feedback (indicating an incorrect response), the unpleasant experience of being wrong can diminish the value of constructive information that feedback also provides. This can hinder motivation to seek feedback, which can impede learning. Therefore, research into factors that directly shape the subjective value of feedback is critical. The current study investigated potential behavioral and physiological contributors to feedback valuation and to subsequent feedback-seeking behavior. Fifty-nine participants completed a willingness-to-pay associative memory task that measured feedback valuation via trial-wise decisions to either purchase or forgo feedback during a learning phase in service of maximizing a performance-contingent monetary reward during a future test phase. Skin conductance response (SCR) was also measured during feedback decisions. Lower confidence in response accuracy significantly predicted higher likelihood of purchasing feedback during learning. Neither self-reported emotional responses to feedback nor SCR during feedback decisions predicted feedback purchases. Purchase decisions yielding negative feedback significantly predicted better performance during test. These results suggest that confidence during learning significantly impacts performance feedback valuation and should be considered when devising methods to motivate feedback-seeking in settings where learning is critical to success.

Exploring the Relationship Between Social Media Use and Symptoms of Depression and Anxiety Among Children and Adolescents: A Systematic Narrative Review.

Social media use is ubiquitous to the lives of children and adolescents. The body of research investigating its potential impact on mental health has risen exponentially. We systematically reviewed the present literature exploring potential linkages between social media use and symptoms of depression and anxiety in this vulnerable group. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses framework, articles were searched across Medline, EMBASE, CINAHL, and PsycINFO databases from inception to February 2024. Quantitative studies with social media as exposure and anxiety/depressive symptoms as outcomes in children and adolescents 5-18 years of age were included. Of the 4850 studies retrieved, 67 fulfilled the inclusion criteria. The most frequent measures of social media were "time spent on social media" and "frequency of use." Depressive symptoms were the outcome of 61 studies, whereas anxiety was measured in 27 studies. Most studies were of fair quality (n = 53). A meta-analysis was not possible due to study heterogeneity. Our review shows that (1) problematic social media use is associated with depressive and anxiety symptoms among children and adolescents, (2) duration of social media use was more consistently linked with anxiety and depression in girls compared with boys, and (3) mediating and moderating mechanisms were sleep deprivation, social comparison, and feedback-seeking behaviors, exercise, social support, and type of social media use. Qualitative work and robust large-scale longitudinal observations using a person-specific approach are needed to further our understanding of the impact of social media use on depression and anxiety in children and adolescents.

A Summary of the Research on Feedback-seeking Behavior

Feedback seeking behavior of employees plays an important role in the development and progress of an organization. Among the influencing factors of feedback seeking behavior, leadership style has attracted the attention of researchers. In this study, the connotation, motivation and related research of feedback seeking behavior are sorted out. It can be found that the characteristics of feedback seekers, the characteristics of feedback sources and organizational environment factors may affect feedback seeking behavior. In a working environment full of positive interpersonal relationships, employees will be more willing to seek feedback actively.

Prevalence, predictors and outcomes of self-reported feedback for EMS professionals: a mixed-methods diary study

BackgroundProviding feedback to healthcare professionals and organisations on performance or patient outcomes may improve care quality and professional development, particularly in Emergency Medical Services (EMS) where professionals make autonomous, complex decisions and current feedback provision is limited. This study aimed to determine the content and outcomes of feedback in EMS by measuring feedback prevalence, identifying predictors of receiving feedback, categorising feedback outcomes and determining predictors of feedback efficacy.MethodsAn observational mixed-methods study was used. EMS professionals delivering face-to-face patient care in the United Kingdom’s National Health Service completed a baseline survey and diary entries between March-August 2022. Diary entries were event-contingent and collected when a participant identified they had received feedback. Self-reported data were collected on feedback frequency, environment, characteristics and outcomes. Feedback environment was measured using the Feedback Environment Scale. Feedback outcomes were categorised using hierarchical cluster analysis. Multilevel logistic regression was used to assess which variables predicted feedback receipt and efficacy. Qualitative data were analysed using content analysis.Results299 participants completed baseline surveys and 105 submitted 538 diary entries. 215 (71.9%) participants had received feedback in the last 30 days, with patient outcome feedback the most frequent (n = 149, 42.8%). Feedback format was predominantly verbal (n = 157, 73.0%) and informal (n = 189, 80.4%). Significant predictors for receiving feedback were a paramedic role (aOR 3.04 [1.14, 8.00]), a workplace with a positive feedback-seeking culture (aOR 1.07 [1.04, 1.10]) and white ethnicity (aOR 5.68 [1.01, 29.73]). Feedback outcomes included: personal wellbeing (closure, confidence and job satisfaction), professional development (clinical practice and knowledge) and service outcomes (patient care and patient safety). Feedback-seeking behaviour and higher scores on the Feedback Environment Scale were statistically significant predictors of feedback efficacy. Solicited feedback improved wellbeing (aOR 3.35 [1.68, 6.60]) and professional development (aOR 2.58 [1.10, 5.56]) more than unsolicited feedback.ConclusionFeedback for EMS professionals was perceived to improve personal wellbeing, professional development and service outcomes. EMS workplaces need to develop a culture that encourages feedback-seeking to strengthen the impact of feedback for EMS professionals on clinical decision-making and staff wellbeing.

Leading by Example: Supervisor Downward Feedback Seeking, Power Distance, and the Implications for the Feedback Environment

This study explores the relationship between supervisors’ feedback-seeking behavior (FSB) and (1) employees’ FSB and (2) employees’ perceptions of the feedback environment. It examines the moderating role of power distance perceptions in order to study FSB in high power distance contexts. Participants were asked to track feedback exchanges with their supervisor over a two-week period. Surveying 273 employees across 32 diverse organizations, the study reveals a positive correlation between supervisors’ FSB and employees’ FSB and their perceptions of the feedback environment. Employees seemed to mimic their supervisors’ seeking behaviors, emphasizing the importance of positive role modeling. Importantly, the relationship was more pronounced when power distance was high, indicating the significance of supervisors’ FSB in such contexts. The study challenges the traditional employee-centered perspective on FSB by focusing on FSB by individuals in leadership positions. Based on these findings, organizations can develop training interventions that encourage supervisors to model effective behaviors.

완벽주의의 긍정적 측면: 안전 행동 및 변화지향 조직시민행동을 견인하는 직원의 완벽주의 성향

This study examined the positive side of perfectionism and its effect on employees’ safety performance and change-oriented organizational citizenship behavior (OCB-CH). For this purpose, we proposed a moderated mediation model in which feedback-seeking behavior (FSB) was theorized as a mediating mechanism underlining why workers are involved in those discretionary behaviors from their perfectionism. Moreover, each recognition and appraisal form of respect was assumed to be a relevant boundary condition to moderate such relationships. Data were collected using a field survey research design. The participants included 213 workers at construction sites and manufacturing plants, along with military personnel and firefighters, all of which are regarded as high-risk occupations in Korea. SPSS 25, AMOS 22, and PROCESS macro were used to analyze the data. The findings revealed that perfectionism impacts both safety performance and OCB-CH directly and through their FSB. Meanwhile, perceived mutual recognition respect negatively moderates the relationship between perfectionism and FSB, whereas perceived appraisal respect has no moderating effect. There may be a trade-off relationship between safety and change. Through offering a perfectionism-FSB link, the results of this study provided an understanding of positive perfectionism as a desirable personality trait that potentially engenders those discretionary behaviors. We further discussed the theoretical and practical implications of the findings and identified directions for future research.

The quest for genuine self-knowledge: An investigation into individual differences in the self-insight motive

The self-insight motive (SIM; also known under the label self-assessment motive) describes the dispositional tendency to strive for accurate self-knowledge. The current research includes five multimethodological studies (total N = 3667) that comprehensively investigated the SIM’s nomological network, its antecedents, and cognitive-behavioral consequences, comprising longitudinal, round-robin, and population-representative data. Among the personality correlates of the SIM were curiosity, the intimacy and self-improvement motives, private self-consciousness, narcissistic admiration, and openness to experience. Further, the SIM was more pronounced among younger and highly educated people. A key environmental antecedent of the SIM was the instability of life circumstances, in the sense that the motive became stronger after life circumstances had changed. Concerning the cognitive-behavioral consequences, the results suggest that the SIM fosters feedback-seeking behavior. Nevertheless, the motive was not linked to more accurate self-perception across three studies. We discuss several reasons for this unexpected finding.

Impact of Native and Nonnative Study Partners on Medical Students’ Confidence and Collaborative Strategies in Second Language Medical Dutch Learning

Abstract Objective This study explored how native and nonnative study partners impact medical students’ confidence, learning strategies, and perceptions of learning experiences in second language (L2) medical Dutch learning using Kolb’s experiential learning framework. Methods Twelve third-year international bachelor medical students participated in a mixed-methods pre-post quasi-experimental design. Four students were paired with highly proficient native Dutch partners in a mixed group, and eight nonnative students formed pairs in a homogeneous group. The need satisfaction competence scale was used for pre- and post-tests, and individual interviews were analyzed for content and themes. Code co-occurrence and network analyses were carried out to identify the relationships between themes in the two groups. Results Common themes in both groups included a positive atmosphere, collaboration, and confidence. The mixed group prioritized language learning and motivation, while the homogeneous group emphasized interpersonal relationships and feedback-seeking behaviors. Nonnative students in homogeneous groups gained confidence, while confidence of those in mixed groups decreased, possibly due to comparing themselves with native partners. Homogeneous groups have communication focused collaborative strategies, while the mixed group emphasized personal growth with fewer drawbacks. Conclusions Our findings suggest that initiating the course with homogeneous nonnative student groups fosters collaboration and builds confidence among participants. However, to maintain motivation and further enhance language proficiency, it is advisable to introduce native Dutch partners at a later stage of the course. This approach allows students to benefit from both the positive collaborative atmosphere and interpersonal growth fostered in homogeneous groups, as well as the language learning and motivation gains associated with mixed-group experiences. Overall, our study highlights the importance of considering the stage of language learning and student needs in designing effective second language learning environments for medical students.

"I Think Many of Them Want to Appear to Have a Growth Mindset": Exploring Supervisors' Perceptions of Feedback-Seeking Behavior.

Feedback seeking is an expected learner competency. Motivations to seek feedback are well explored, but we know little about how supervisors perceive such requests for feedback. These perceptions matter because how supervisors judge requests can affect the feedback they give. This study explores how supervisors perceive and attribute motivations behind feedback requests to better understand the benefits and hazards of feedback seeking. Constructivist grounded theory was used to interview supervisors at the Temerty Faculty of Medicine, University of Toronto, from February 2020 to September 2022. Supervisors were asked to describe instances when they perceived feedback requests as being sincere or insincere, what led to their opinions, and how they responded. Transcripts were analyzed and coded in parallel with data collection; data analysis was guided by constant comparison. Seventeen faculty were interviewed. Participants perceived 4 motivations when learners sought feedback: affirmation or praise; a desire to improve; an administrative requirement, such as getting forms filled out; and hidden purposes, such as making a good impression. These perceptions were based on assumptions regarding the framing of the initial request, timing, preexisting relationship with the learner, learner characteristics, such as insecurity, and learner reactions to feedback, particularly defensiveness. Although being asked for feedback was generally well received, some participants reported irritation at requests that were repetitive, were poorly timed, or did not appear sincere. Feedback seeking may prompt supervisors to consider learners' motivations, potentially resulting in a set of entangled attributions, assumptions, and reactions that shape the feedback conversation in invisible and potentially problematic ways. Learners should consider these implications as they frame their feedback requests and be explicit about what they want and why they want it. Supervisors should monitor their responses, ask questions to clarify requests, and err on the side of assuming feedback-seeking requests are sincere.

The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts: An ecological perspective

Previous research has found that L2 student writers use inquiry and monitoring to elicit feedback, but few studies have investigated the impact of feedback seeking behaviours (FSB) on student feedback literacy and their learning contexts. To address these issues, the current study drew on an ecological perspective to explore two international master's students' self-initiated FSB in the UK academic environment. Qualitative data analysis of interview transcripts revealed that both students proactively sought feedback, albeit from distinct sources (i.e., peer feedback vs. teacher feedback). As they chose to seek feedback from their preferred sources, they created greater learning opportunities, which in turn enhanced their dispositions to seek and use feedback, capabilities of eliciting, evaluating feedback and judging their own work, and knowledge about feedback and assessment. The process of seeking feedback also enabled them to construct connections with a wider range of feedback interactants, access more artefacts, and therefore cultivate a more supportive feedback ecology with richer affordances. The uncovered incremental but unbalanced development of student feedback literacy facilitated by FSB, as well as the changes of feedback contexts induced by FSB, provides new insights into the close relationship between FSB, student feedback literacy, and feedback ecology.

Analysis of latent potential profiles and influencing factors of intern nursing students' professional identity in Shandong Province

Objective: To explore the current situation of professional identity of intern nursing students in Shandong Province, to analyze the potential characteristics of different categories of intern nursing students' professional identity, and to provide reference for formulating relevant intervention programs. Methods: From September to October 2023, using convenient cluster sampling, selected nursing students from different regions of Shandong Province colleges and universities as the research objects, a total of 1298 questionnaires were released and recovered, with 1221 valid questionnaires, and the effective recovery rate of questionnaires was 94.07%. General demographic data was collected, and information on nursing students' professional identity was investigated with the Nursing Students' Professional Identity Questionnaire, the Work Readiness Scale, and the Feedback Seeking Behavior Scale. Latent potential profiles of nursing students' sense of professional identity were analyzed by Mplus 8.3 software, and the best-fitting model was selected by the test of fitness and difference. The χ(2) test was used for comparison between groups of count data, analysis of variance (ANOVA) was used for comparison between groups of measure data, and the effects of each factor on different potential profiles were analyzed by multivariate logistic analysis. Results: A total of 1221 intern nursing students were 984 (80.6%) females and 237 (19.4%) males, aged (21.12±2.96) years old, with a total score of (64.23±14.99) for nursing students' professional identity. Nursing students' professional identity was divided into 3 categories: 98 (8.0%) in the low identity group, 624 (51.4%) in the medium identity group, and 496 (40.6%) in the high identity group. The gender, region, age, work readiness scores and feedback seeking behavior scores of nursing students in different categories were different, and the differences were statistically significant (P<0.05). Compared with the high identity group, the nursing students in the low identity group were more likely to be included in the high identity group (OR=0.390, 0.167, P=0.005, 0.006) with higher work readiness and better feedback seeking behavior. Compared with the high identity group, the higher work readiness and non-Jinan areas of the medium identity group were more likely to be included in the high identity group (OR=0.597, 1.470, P=0.011, 0.012). Compared with the medium identity group, the more feedback seeking behaviors of the low identity group were more likely to be included in the medium identity group (OR=10.411, P<0.001) . Conclusion: The level of professional identity of intern nursing students can be classified into 3 categories, and nursing administrators can improve work readiness and increase feedback seeking behaviors according to the potential characteristics of the different types to enhance the professional identity of nursing students.

Frontline employees’ impression management strategies after engaging in constructive deviant behavior: A leader-centric perspective

While previous research has achieved consensus on the benefits of constructive deviant behavior within the hospitality industry and has proposed various solutions to promote this behavior, there remains a gap in understanding what frontline employees do after engaging in constructive deviant behavior. Drawing on impression management theory, we established a model in which constructive deviant behavior impacts feedback-seeking behavior (FSB) and defensive silence (DS). Study 1 used scenario manipulations to examine the mediation effect of Leader–member exchange (LMX) ambivalence linking constructive deviant behavior with FSB and DS. Study 2, a survey of 362 frontline employees from 11 hotels, revealed that constructive deviant behavior was positively related to LMX ambivalence and that LMX ambivalence mediated the relationship between constructive deviant behavior and actor's FSB and DS. We also found that proactive personality positively moderated the impact of LMX ambivalence on FSB. We discussed the theoretical and practical implications of our findings.

Translation and psychometric evaluation of composite feedback-seeking behavior questionnaire among Iranian medical residents

BackgroundProactively seeking feedback from clinical supervisors, peers or other healthcare professionals is a valuable mechanism for residents to obtain useful information about and improve their performance in clinical settings. Given the scant studies investigating the limited aspects of psychometrics properties of the feedback-seeking instruments in medical education, this study aimed to translate the feedback-seeking behavior scales (frequency of feedback-seeking, motives of feedback-seeking, and promotion of feedback-seeking by supervisors) into Persian and evaluate the psychometric properties of the composite questionnaire among medical residents at Tehran University of Medical Sciences in Iran.MethodsIn this cross-sectional study, feedback-seeking behavior scales were translated through the forward–backward method, and its face validity and content validity were assessed by 10 medical residents and 18 experts. The test-retest reliability was evaluated by administering the questionnaire to 20 medical residents on two testing occasions. A convenience sample of 548 residents completed the questionnaire. Construct validity was examined by exploratory factor analysis and confirmatory factor analysis and concurrent validity was determined by Pearson’s correlation coefficient.ResultsContent validity assessment showed that the CVR (0.66 to 0.99) and CVI (0.82 to 0.99) values for items and S-CVI values (0.88 to 0.99) for scales were satisfactory. The exploratory and confirmatory factor analysis demonstrated that the models were confirmed with eight items and two factors (explaining 70.98% of the total variance) for the frequency of feedback-seeking scale, with 16 items and four factors (explaining 73.22% of the total variance) for the motives of feedback seeking scale and with four items and one factor (explaining 69.46% of the total variance) for promotion of feedback-seeking by supervisors. AVE values greater than 0.5 and discriminant validity correlations significantly less than 1.0 demonstrated that the total scores of the composite feedback-seeking behavior questionnaire had a favorable fit and the questions could fit their respective factors, and the latent variables were distinct. We found positive and significant correlations between the three scales and their subscales.ConclusionThe results of the present study supported the validity and reliability of the Persian composite feedback-seeking behavior questionnaire for assessing feedback-seeking behaviors in medical residents. Applying the questionnaire in residency programs may enhance the quality of clinical education.

The impact of teacher academic support and L2 writing self on feedback-seeking behavior

The impact of teacher academic support and L2 writing self on feedback-seeking behavior

Mediating role of teacher creativity in the relationships between internal strategic communication, feedback seeking behavior and teacher performance

Mediating role of teacher creativity in the relationships between internal strategic communication, feedback seeking behavior and teacher performance

The importance of seeking feedback for benefiting from feedback: A case of second language writing

AbstractThis study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners’ feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students’ revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed.

When talk matters: the role of negative supervisor gossip and employee agreeableness in feedback seeking and job performance

PurposeThis study aims to understand the impact of negative supervisor gossip on job performance among South Indian hotel employees. The focus is not just on the direct influence, but also on the mediating role of feedback-seeking behaviour (FSB) and the moderating effects of the agreeableness trait.Design/methodology/approachThrough purposive sampling, data was garnered from South Indian hotel employees. Comprehensive analyses were performed using partial least squares structural equation modelling.FindingsThe analysis shows that FSB plays a mediating role in the positive relationship between negative supervisor gossip and job performance. In addition, the influence of gossip on FSB and subsequent job performance was more pronounced for employees with high agreeableness.Research limitations/implicationsThis research underscores the complex interplay between negative supervisor gossip and job performance, revealing that such gossip can catalyze FSB process in employees. It suggests that under certain conditions, negative gossip can be transformed into a constructive force that enhances job performance, challenging traditional perceptions of gossip in the workplace.Practical implicationsThe findings underscore the importance of understanding the effects of workplace dynamics, like supervisor gossip, on employee behaviour and performance. Recognizing the influence of individual personality traits, such as agreeableness, can guide management strategies for fostering a productive work environment.Originality/valueThis research sheds light on the intricate interplay between negative supervisor gossip, FSB and agreeableness, offering a novel perspective on their combined impact on job performance. It not only enriches the existing literature on workplace communication but also broadens the understanding of the role of personality traits in shaping employee responses and outcomes.

A theoretical analysis of the implications of self-determination theory in explaining the effectiveness of feedback-seeking behaviors and the seeker's reaction to feedback: A research agenda

This paper proposes that Self-Determination Theory (SDT) has considerable potential for filling some crucial feedback-seeking behavior (FSB) literature gaps. Some key issues are theoretically addressed. First, the influence mechanism of FSB on performance improvement may be explained by the role of motivational factors introduced by this theory in forming positive feedback reactions and the quality of feedback received by the feedback seeker. Second, SDT can be used to explain the feedback seekers' subjective well-being during the FSB process, which is almost overlooked in the FSB literature despite its importance. Third, this paper also relates motivational self-regulation mechanisms to FSB dimensions (e.g., method, sign, type) beyond the popular dimension of FSB frequency analyzed in the literature. The paper also suggests that the quality of FSB, based on these dimensions, is related to the quality of the feedback-seeker's motivation. This paper presents avenues for future empirical studies on different aspects of FSB based on SDT.

The feedback dilemma in medical education: insights from medical residents’ perspectives

BackgroundFeedback is a critical component of the learning process in a clinical setting. This study aims to explore medical residents’ perspectives on feedback delivery and identify potential barriers to feedback-seeking in clinical training.MethodsThis cross-sectional study involved 180 medical residents across seventeen specialties. We employed the validated Residency Education Feedback Level Evaluation in Clinical Training (REFLECT) tool to assess residents’ perspectives on their attitude toward feedback, quality of feedback, perceived importance, and reaction to feedback. Additionally, we explored barriers to feedback-seeking behavior among medical residents.ResultsThe majority of medical residents held positive attitudes toward feedback. They agreed that feedback improves their clinical performance (77.7%), professional behavior (67.2%), and academic motivation (56.7%), while also influencing them to become a better specialist in their future career (72.8%). However, the study revealed critical deficiencies in the feedback process. Only 25.6% of residents reported receiving regular feedback and less than half reported that feedback was consistently delivered at suitable times and locations, was sufficiently clear or included actionable plans for improvement. A minority (32.2%) agreed that faculty had sufficient skills to deliver feedback effectively. Moreover, peer-to-peer feedback appeared to be a primary source of feedback among residents. Negative feedback, though necessary, often triggered feelings of stress, embarrassment, or humiliation. Notably, there were no significant differences in feedback perceptions among different specialties. The absence of a feedback-seeking culture emerged as a central barrier to feedback-seeking behavior in the clinical setting.ConclusionsEstablishing shared expectations and promoting a culture of feedback-seeking could bridge the gap between residents’ perceptions and faculty feedback delivery. Furthermore, recognizing the role of senior and peer residents as valuable feedback sources can contribute to more effective feedback processes in clinical training, ultimately benefiting resident development and patient care.

Empowering employees, empowering the environment: green HRM’s journey to happiness, resilience and feedback seeking

PurposeGreen HRM practices in the hospitality sector are now receiving growing interest. However, the extent to which these practices contribute towards employee non-green workplace outcomes remains largely unknown. This study explores the relationships among green HRM practices, happiness at work, employee resilience, and feedback-seeking behaviour.Design/methodology/approachThe study employs two-wave data from a sample of 306 five-star hotel employees in India. Using partial least square-structural equation modelling, the relationships are tested.FindingsThe study’s results demonstrate that green HRM practices positively impact happiness at work, employee resilience, and feedback-seeking behaviour. Additionally, the relationship between green HRM practices and feedback-seeking behaviour and employee resilience is mediated by happiness at work.Research limitations/implicationsDrawing on the Job Demands-Resources Theory, Social Exchange Theory, and Broaden and Build theory, this paper proposes that green HRM practices can contribute to happiness at work, employee resilience, and feedback-seeking behaviour.Practical implicationsTo establish a positive connection between green HRM practices and employee outcomes, organizations must recognize the vital role played by happiness at work as a mediator. This means that organizations must implement green HRM practices and ensure their positive impact on employee happiness at work.Originality/valueThe originality of this research lies in its holistic approach to green HRM outcomes, suggesting that the benefits of these practices extend beyond environmental impacts to influence the psychological and behavioural dimensions of employees.