Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理学报》
Abstract： Teacher dialectical feedback reflects teachers’ dialectical thinking and accord with college students’ development rules, which is of great significance to boost students’ team creativity. Less attention, however, has been given to the influence of teacher dialectical feedback on team creativity. Therefore, we expect to examine the effect of teacher dialectical feedback on team creativity and explore the underlying mechanism. To test our hypotheses, we conducted a field survey and a longitudinal field experimental study. The results overall provided support for our theoretical model and showed that (1) teacher dialectical feedback was positively correlated with team creativity; (2) team information elaboration mediated the relationship between teacher dialectical feedback and team creativity; (3) the interaction between teacher dialectical feedback and mastery climate significantly predicted team information elaboration, such that the positive relationship between teacher dialectical feedback and team information elaboration was stronger when mastery climate was high rather than low; (4) performance climate also played a moderating role in the relationship between teacher dialectical feedback and team information elaboration, such that the positive relationship between teacher dialectical feedback and team information elaboration was weaker when mastery climate was high rather than low; (5) the indirect effect of teacher dialectical feedback on team creativity through team information elaboration was significantly moderated by mastery climate and performance climate, such that when mastery climate was higher and performance climate was lower, the positive indirect effect is stronger, and vice versa. Drawing upon these findings, our work offers multiple contributions. First, this research expands the existing feedback paradigm and theoretical category of “education and development” by examining the effect of teacher dialectical feedback on team creativity. Second, our study enriches the theory of creativity and broadens the antecedents of team creativity by exploring the effect and mechanism of teacher dialectical feedback on team creativity. Third, this work provides novel insights into the mechanism through which teacher dialectical feedback influences team creativity from the perspective of team information processing. The results suggest that team information elaboration plays an important role for the effects of teacher dialectical feedback. Finally, by exploring the contingent role of team motivational climate, our study revealed the critical boundary condition for the effect of teacher dialectical feedback on team creativity, which provide a more integrative and accurate understanding of whether and when team performs more or less creativity as results of teacher dialectical feedback.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As a style with Chinese cultural characteristics, paternalistic leadership has significant influences on multi-level creativity. Based on the previous empirical research, the paper not only examines direct relationships between paternalistic leadership, its dimensions and multi-level creativity, but also expounds their interactive effects, moderating effects and internal mechanisms. The paper develops a model of “mechanisms of paternalistic leadership’s effects on both employee and team creativity”, and proposes that the effect of paternalistic leadership on employee creativity is moderated by workplace situational and individual difference, also mediated by psychological cognition and social relationships, while its influence on team creativity is mediated by team cognition and team interaction. Future research should strive to expand the levels of research, enrich research methods, and further explore the mechanisms of paternalistic leadership on multi-level creativity from a cross-cultural perspective.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Thriving at work is a psychological state in which individuals experience both the sense of vitality and learning at work. The contextual enablers, such as leadership, organizational support and fairness, job characteristics, and peers, can facilitate thriving at work. Drawing from the Trait Activation Theory and Self-Determination Theory, the model of “psychological mechanism of organizational context affecting thriving at work” is built: “omnibus” and “discrete” contextual factors can either directly affect the satisfaction of basic psychological needs, or activate traits, then affect the satisfaction of basic psychological needs and subsequently influence thriving at work. Future studies are suggested to pay more attention to the “omnibus” context and its intermediary mechanism; to conduct the multi-level research that simultaneously examines individual and contextual variables, or articulates the social and task levels; and to utilized the dynamic research method to study the relationship between organizational context and thriving at work, and hence to predict thriving at work.
Subjects: Psychology >> Management Psychology submitted time 2019-08-21
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