The Mediating Role of Psychological Need Thwarting in the Relationship Between Compulsory Citizenship Behavior and Psychological Withdrawal

Measuring users' psychological self-withdrawal on mobile social media: the development of a context dependent instrument

Introduction

MSM users have many concerns when disclosing information, such as role conflicts and privacy risks, which can result in nondisclosure. We call these negative feelings associated with MSM use "psychological self-withdrawal" (PSW).

Methods

Using a mixed-methods design, this study develops and validates an instrument for measuring PSW in the WeChat context, based on focus-group interviews (seven participants), one-on-one interviews (eight participants), and a survey of 1200 WeChat users.

Results

The result shows that PSW measure is a four-item instrument designed to measure PSW in the WeChat context. The results of two exploratory factor analysis pilot tests (n = 91 and n = 81) and a final confirmatory factor analysis test (n = 1200) indicate that the PSW measure has good internal consistency (α = 0.839), factorial validity, and a single-factor structure.

Discussion

The study defines PSW as "users' series of negative feelings when using WeChat" and develops and validates an PSW measurement, using focus groups, interviews, and a survey. A four-item PSW with acceptable reliability and validity was finally developed.

Role conflict, need frustration and supervisor support: a moderated-mediation model of employee voice and silence

Purpose

Drawing on the conservation of resources theory, the purpose of this paper is to examine whether role conflict is associated with frustration of employees’ basic needs and whether need frustration is associated with withdrawal in the form of reduced voice and increased silence. This paper also investigates if supervisor support mitigates potential detrimental outcomes of need frustration.

Design/methodology/approach

In this survey-based study, 201 full-time employees participated. Self-reports regarding voice and silence behaviors at work were collected as were perceptions of role conflict, need frustration and supervisor support.

Findings

The results of this study support the proposed moderated mediation relationships for both employee voice and silence behaviors. Specifically, need frustration mediates the relationship between role conflict and the two outcome variables. Perceived supervisor support moderates the path between need frustration and both voice and silence behaviors.

Practical implications

Employees are an organization’s first line of defense against potential accidents, inefficiencies and other organizational crises. When they perceive their needs are not met and they are not supported by their supervisors, employees are likely to seek to protect themselves from further resource loss by withholding feedback even if such feedback may enhance organizational effectiveness and prevent organizational crises.

Originality/value

Given that voice and silence are not opposites of each other, it is important to study both in a single study, as this study does. This study proposes and tests a heretofore untested explanation for the relationship between role conflict and voice and silence. The authors identify a buffer with potential to mitigate the negative effects of need frustration.

A systematic review and meta-analytic synthesis of the relationship between compulsory citizenship behaviors and its theoretical correlates

Background

Compulsory citizenship behaviors (CCBs) are increasingly endorsed and expected of workers in contexts where managerial worker protections are low and performance demands on workers are high. Although studies on compulsory citizenship behaviors have shown a significant increase in recent years, the literature still lacks a comprehensive meta-analysis. To fill this gap the purpose of this study is to synthesize the collective outcomes of prior quantitative research on CCBs with the objective of identifying the factors linked to the concept and offering a primary reference for future researchers.

Methods

Forty-three different correlates with CCBs were synthesized. The dataset of this meta-analysis consists of 53 independent samples with a sample size of 17.491, contributing to 180 effect sizes. PRISMA flow diagram and PICOS framework were used for the study design.

Result

Results showed only gender and age were significant among demographic characteristics related to CCBs. Correlates between CCBs and counterproductive workplace behaviors, felt obligation, work-family conflict, organizational-based self-esteem, organizational cynicism, burnout, anger toward the organization, and work alienation were found as large. We also found turnover intention, moral disengagement, careerism, abusive supervision, citizenship pressure, job stress, facades of conformity, and feeling trusted to be moderately related to CCBs. Next, there was a small relationship between CCBs and social loafing. On the other hand, LMX, psychological safety, organizational identification, organizational justice, organizational commitment, job satisfaction, and job autonomy were found as significant deterrents of CCBs. These results suggest that CCBs flourish in contexts with low levels of worker protection and low road practices to people management.

Conclusion

In sum, we found solid cumulative evidence that CCBs are a harmful and undesirable phenomenon for employees and organizations. Also, positive correlations of felt obligation, feeling trusted, and organization-based self-esteem with CCBs, showed that, contrary to general acceptance, positive factors could also cause CCBs. Lastly, we found CCBs as a dominant phenomenon in eastern culture.

How do compulsory citizenship behaviors affect moral disengagement in organizations? Significance of anger toward the organization during the COVID-19 pandemic

Background

With the COVID-19 pandemic, healthcare professionals, especially nurses, are confronted with an intensified workload. The literature on compulsory citizenship behaviors and their consequences is still far from explaining the cognitive and emotional mechanisms that underlie this relationship.

Methods

Drawing on the resource depletion theory, we unpack the mechanism by which compulsory citizenship behaviors influence moral disengagement with the mediation effects of anger toward the organization. We are reporting a cross-sectional survey of nurses (n = 294) in private and public hospitals in Istanbul, Turkey. The data analysis involved structural equation modeling and Bayesian mediation.

Results

The study revealed that compulsory citizenship behaviors positively influenced anger toward the organization and moral disengagement. Further, anger toward the organization mediates the link between compulsory citizenship behaviors and moral disengagement. Likewise, the Bayesian mediation analysis indicated that the proportion mediated (PM), which ensures a prediction of the extent to which the pathway explains the total effect through the mediation effect, was 33.74%.

Conclusion

The findings show that exposure to compulsory citizenship behaviors lead to negative emotional (anger toward to organization) and cognitive (moral disengagement) consequences in nurses.

Practical implications

Hospital managers should not force nurses to display discretionary work tasks outside their job descriptions. Providing an organizational milieu where voluntarily extra-role behaviors are encouraged may help reduce nurses' moral disengagement and, in turn, ease their anger toward the organization.

Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys' and Girls' Academic Engagement and Procrastination Behavior

Motivation plays an important role in students’ school behavior, and research has established that students’ learning environment experiences such as teachers’ behavior toward them contribute to their motivation and behavior at school. Self-determination theory (SDT) offers an interesting frame of reference in the study of the relationship between students’ learning experiences at school and their school behavior. Considering three basic psychological needs (the need for autonomy, competence, and relatedness), the SDT points to the importance of nutriments and support in the social environment in order to allow growth in motivation, engagement, and (psychological) well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students’ basic psychological needs by delivering support (autonomy support, structure, and involvement); however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students’ basic psychological needs. In the current innovative longitudinal study, teachers’ need-supportive behavior as well as teachers’ thwarting of these needs are considered and their relationship with students’ academic engagement (adaptive functioning) and procrastination behavior (maladaptive functioning) is studied. In addition, attention is paid to differential effects of teachers’ behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers’ need-supportive and need-thwarting behaviors in relation to students’ academic engagement and procrastination behavior. In addition, the findings revealed that teachers’ need-supportive behavior is more important for students’ academic engagement (adaptive functioning), while teachers’ need-thwarting behavior has larger effects on students’ procrastination behavior (maladaptive functioning). Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers’ behavior than girls. The findings highlight the importance of both teachers’ need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school.