The impact of emotional leadership on Chinese subordinates' work engagement: role of intrinsic motivation and traditionality

How Teachers' Emotional Leadership Influences College Students' Learning Engagement

Teachers' emotional leadership plays a crucial role in influencing college students' learning engagement. This study, grounded in Affective Events Theory, surveyed 1034 Chinese college students (649 females and 385 males) to examine their perceptions of teachers' emotional leadership, achievement emotions, emotional susceptibility, and learning engagement. The findings reveal that teachers' emotional leadership has a significant positive impact on college students' learning engagement. Specifically, college students' achievement emotions mediate the relationship between teachers' emotional leadership and their learning engagement. Additionally, college students' emotional susceptibility moderates the relationship between teachers' emotional leadership and their achievement emotions; however, it does not moderate the impact of teachers' emotional leadership on learning engagement through achievement emotions. This study validates the application of Affective Events Theory in the educational field, deepens the understanding of the mechanism and boundary conditions of emotional leadership's impact on learning engagement, and offers insights for enhancing college students' learning engagement.

Psychological Traditionality and Modernity and Happiness: The Different Happiness Levels in Chinese Students

The conceptualization of happiness varies across different cultures. In Chinese culture, happiness includes oneself and hinges on others. Chinese social development has influenced psychological traditionality (PT), psychological modernity (PM), and personal happiness. Our study recruited 450 participants to examine the different happiness levels in Chinese students with diverse PT and PM. The results indicate that individuals scoring higher in PT and PM reported higher life satisfaction. Moreover, individuals scoring higher in PT reported more positive emotions, fewer negative emotions, and greater social well-being, while those scoring higher in PM reported more negative emotions and greater relationship happiness. The happiness of Chinese students comprised individual, relational, and societal levels and happiness at different levels related to Chinese PT and PM. The present study may promote cross-cultural understanding and potentially inform interventions for individual happiness within positive psychology.

The Impact of Servant Leadership on Proactive Service Behavior: a Moderated Mediation Model

As the implementers of government policies, junior civil servants bear the responsibility of providing services to the public. Whether they can put themselves in the people's shoes and show more active service consciousness directly reflects the government's management ability and the realization of service-oriented government goals. Although proactive service behavior has been studied, it has not been brought into the field of government administration. Hence, from the perspective of servant leadership, this study attempts to introduce proactive service behavior (PSB) into the field of government administration, and discusses the promotion strategies of junior civil servants' PSB in China. Through the statistical analysis of 416 junior civil servants collected in the two stages, this study verifies that servant leadership has a significant positive impact on public service motivation and PSB of junior civil servants. Public service motivation (PSM) can partially mediate the promotion effect of servant leadership on junior civil servants' PSB. Role identity can positively moderate the relationship between servant leadership and junior civil servants' PSM, and then affect their PSB. Therefore, this study suggests that leading cadres should integrate servant leadership into daily life, take the lead in providing quality services to their subordinates, and then inspire more proactive service to the masses.