Influence Of Core Self-evaluations Research Articles

Influence of Core Self-Evaluations on Work Engagement: The Mediating Role of Informal Field-Based Learning and the Moderating Role of Work Design

This study aims to examine the effect of employees’ CSE on their work engagement, along with its underlying mechanisms and boundary conditions. Based on the job demands–resources (JD-R) model and conservation of resources (COR) theory, we propose and test a moderated mediation model that examines IFBL as the mediator and work design as the moderator in the relationship between CSE and work engagement. We use time-lagged data from 231 employees to analyze the data. The results indicate that: (1) CSE is positively related to work engagement of employees; (2) IFBL mediates the relationship between CSE and work engagement; (3) problem solving reinforces the effect of IFBL on work engagement, which consequently enhances the mediated relationship between CSE and work engagement via IFBL. We further discuss the limitations and future research directions of this study.

The Influence of Core Self-Evaluations on Group Decision Making Processes: A Laboratory Experiment

The personal trait called Core Self-Evaluations (CSE) has been receiving increasing attention from behavioral strategy scholars due to its ability to predict job performance and to explain some facets of decision-making processes. However, despite previous studies hypothesizing that managers with high values of CSE are intuitive thinkers, beyond any doubt of their capacities and that they significantly lead to positive results for their organization, no one has empirically investigated these assumptions. This gap can be substantiated by the following research question: “How do high Core Self-Evaluations influence team decision-making processes?”. Answering it provides insights on how the evaluations that decision makers make about situations (and the consequent actions that are implemented) highly depend on decision makers’ inner traits and their effect on cognition. To fill this gap, 120 graduate students—divided into groups of four—took part in a simulation game and were asked to make decisions acting the role of General Manager of a small-sized manufacturing firm. Tests aimed at identifying the CSE and intuitive/reflecting thinking approach of participants were administered; moreover, the performance resulting from their decision-making processes and their estimation of reached results were collected. Results show that an average level of CSE is preferable to balance intuitive and reflective thinking, as well as avoiding overconfidence bias and reaching the best performance possible. This work suggests that there is a huge misattribution in considering a high level of CSE as being beneficial for decision-making processes and consequent performance.

The influence of core self-evaluations on helping behaviour and academic achievement: The gendered effects

Understanding the gendered effects of core-self-evaluations (CSEs) on helping behaviour and academic performance is important for targeted development of students. However, little is known about the relationships among these focal constructs. The objective of this study was to examine how gender moderates the relationships between students’ CSEs and both their helping behaviour and academic performance. The study was based on a random survey of 400 participants enrolled in business courses in a public university in Lesotho, and was analysed within the framework of goal–orientation (GO) and CSEs theories. Correlations and moderated hierarchical regression analyses were used to analyse data. The results suggest that CSEs of students in the sample had a significant impact on their helping behaviour, but did not significantly affect their academic performance. There were significant differences between males and females in terms of academic performance, with females performing better than males. Gender further moderated the relationship between CSEs and helping behaviour such that the relationship was stronger for males rather than females. Contrary to expectations, the gendered effects of CSEs on academic performance were not significant. Theoretical and practical implications are discussed.

Are positive teams more proactive in performing voice behavior? Influence of core self-evaluations on collective voice

Voice behavior is regarded as being an individual proactive behavior. We suggested that although team members who have a positive self-concept may display voice behavior consistently, the frequency of this behavior would be influenced by the composition of team members' positivity. Thus, we investigated the relationship between core self-evaluations and collective voice behavior in self-managed teams. Results from analysis of data obtained from 76 student teams (302 team members) who worked on 2 tasks demonstrated that their core self-evaluations had a positive effect on the likelihood of their performing voice behavior at both the individual and team levels. Moreover, interpersonal team processes fully mediated the relationship between the composition of team core self-evaluations and collective voice at the team level. Theoretical and practical implications are discussed.

The effects of smartphone users’ core self-evaluations and stickiness on intentions to download free social media apps

This research investigates the influence of core self-evaluations (CSE), stickiness, positive emotion and trust on smartphone users’ intentions to download free social media apps. An online questionnaire was used to collect data, and 477 valid questionnaires were collected. The outcomes show that CSE and the smartphone users’ stickiness significantly influence their positive emotion. Comparing with CSE, stickiness plays a key role in affecting users’ emotion. Smartphone users’ emotions are found to positively influence their trust, which in turn positively influences their intentions to download free social media apps. The findings provide insights into how an app developer can improve users’ emotions and their associated behaviours.

Core Self-evaluations, Emotional Intelligence and Job Satisfaction in Chinese Soldiers

The present study investigates the cross-sectional association between core self-evaluations (CSE) and job satisfaction, as well as the mediating role of emotional intelligence. 463 male soldiers in China were surveyed using a self-administered questionnaire including the Core Self-evaluations Scale, the Minnesota Satisfaction Questionnaire, and the Wong Law Emotional Intelligence Scale. The results indicated that both CSE and emotional intelligence have significant correlations with job satisfaction. Path analysis shows that emotional intelligence partially mediates the relationship between CSE and job satisfaction in Chinese soldiers. The path from CSE to job satisfaction through emotional intelligence was also significant. Extending previous researches and shedding light on how CSE influence job satisfaction in Chinese soldiers, the finding of this study provides valuable evidence on increasing job satisfaction from CSE in non-commercial organizations.