Employees’ perceived institutional importance,organizational norms,and organizational citizenship behavior: Insights from a multilevel assessment of the institutional anomie theory

ABSTRACT

This study contributes to the understanding of organizational citizenship behavior (OCB) and extending the application of institutional anomie theory (IAT). Employing a multilevel moderation framework, this paper explored the influence of employees’ perceived institutional importance to their demonstration of OCB and the moderating impacts of organizational norms on this relationship. Utilizing data of 243 employees from 34 banks in the Philippines, results of the hierarchical linear modeling (HLM) analysis revealed the positive influence of the importance of the economy, family, polity, and religion on employees’ citizenship acts. Furthermore, goal emphasis and socio-emotional support have significant interacting effects on the association between perceived institutional importance and OCB.     

Closeness or compassion? Relatedness and causal control influence helping via distinct pathways

ABSTRACT

Why do people feel compassion? Two largely separate research literatures – one driven by evolutionary psychology and one driven by attribution theory – have shown that feelings of compassion for needy individuals and subsequent helping are predicted by both genetic relatedness and causal control. Research also suggests that emotional closeness, rather than compassion, motivates help for family. In two studies, we tested the role of genetic relatedness and control on cognitive and emotional mediators of helping. Results revealed that relatedness and control had distinct and independent effects on willingness to help needy individuals that were mediated by emotional closeness and compassion, respectively. These results provide a unique bridging of disparate literatures and suggest that emotional closeness and compassion serve distinct functions in facilitating prosocial behavior.     

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren’s leisure time. One hundred and two primary school students, aged 11–13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.