“2021MetaPOQ”的版本间的差异
来自OBHRM百科
Lichaoping（讨论 | 贡献） （创建页面，内容为“==元分析包括文章清单== ==论文元分析数据== ==论文元分析代码==”） |
Lichaoping（讨论 | 贡献） （→纳入元分析的文献） |
||
| （未显示同一用户的18个中间版本） | |||
| 第1行： | 第1行： | ||
| − | == | + | ==文章信息== |
| + | 杨伟文 李超平. 资质过剩感对个体绩效的作用效果及机制：基于情绪-认知加工系统与文化情境的元分析研究. 心理学报, 53(5)，527-554 | ||
| − | + | 全文下载：http://journal.psych.ac.cn/xlxb/CN/10.3724/SP.J.1041.2021.00527 | |
| + | ==文章数据== | ||
| + | [http://www.obhrm.net/data/2021MetaPOQ.xlsx 下载] | ||
| − | == | + | ==文章R代码== |
| + | <pre> | ||
| + | #加载安装包。如果没有安装，请自行安装。安装方法见：http://www.obhrm.net/index.php/R | ||
| + | library(psychmeta) | ||
| + | library(tidyr) | ||
| + | library(magrittr) | ||
| + | library(dplyr) | ||
| + | library(tidyverse) | ||
| + | library(rio) | ||
| + | library(metaSEM) | ||
| + | library(plyr) | ||
| + | library(meta) | ||
| + | library(psych) | ||
| + | |||
| + | setwd("D:\\") #请将2021MetaPOQ.xlsx放在D盘根目录下，如果放在其他目录下，请在此做相应调整。 | ||
| + | |||
| + | ################## 全部数据准备 ###################### | ||
| + | data <- import("2021MetaPOQ.xlsx") | ||
| + | correct_main <- correct_r(correction = c("meas", "uvdrr_x", "uvdrr_y", "uvirr_x", | ||
| + | "uvirr_y", "bvdrr", "bvirr"), | ||
| + | rxyi = data$rxy, ux = 1, uy = 1, | ||
| + | rxx = data$rxx, | ||
| + | ryy = data$ryy, ux_observed = TRUE, uy_observed = TRUE, | ||
| + | rxx_restricted = TRUE, rxx_type = "alpha", k_items_x = NA, | ||
| + | ryy_restricted = TRUE, ryy_type = "alpha", k_items_y = NA, | ||
| + | sign_rxz = 1, sign_ryz = 1, n = NULL, conf_level = 0.95, | ||
| + | correct_bias = FALSE) | ||
| + | |||
| + | data$rtp = correct_main[["correlations"]][["rtp"]] | ||
| + | |||
| + | orig.data <- subset(data.frame(data, correct_main$correlations), rtp <1) | ||
| + | |||
| + | # 此处获取研究样本信息 | ||
| + | k.article <- length(unique(paste(orig.data$author, orig.data$title))) | ||
| + | k.inde.sample <- length(unique(orig.data$id)) | ||
| + | k.eff.size <- nrow(unique(data.frame(orig.data$title, orig.data$rxy, orig.data$x, orig.data$y))) | ||
| + | sample.size <- unique(data.frame(orig.data$title, orig.data$n)) | ||
| + | n.sample.size <- as.vector(sample.size$orig.data.n)%>%sum | ||
| + | descr <- data.frame(c("文献", "独立样本", "效应值", "样本规模"), | ||
| + | c(k.article, k.inde.sample, k.eff.size, n.sample.size))%>% | ||
| + | set_colnames(c("类型", "数量")) | ||
| + | descr | ||
| + | |||
| + | #### 1………………直接效应分析………………#### | ||
| + | #### 发表偏倚检验 #### | ||
| + | d <- subset(orig.data, orig.data$x.frame.all == "资质过剩感") | ||
| + | d$zr <- 0.5*log((1+d$rxy)/(1-d$rxy)) | ||
| + | zr <- split(d$zr, d$y.coding.t) | ||
| + | n <- split(d$n, d$y.coding.t) | ||
| + | t <- list() | ||
| + | for (i in 1:length(n)){ | ||
| + | t[[i]] <- zr[[i]]*sqrt(n[[i]]-3) | ||
| + | i = i + 1} | ||
| + | nfs <- vector() | ||
| + | for (i in 1:length(zr)){ | ||
| + | nfs[[i]] <- abs(round(sum(t[[i]])^2/2.706 - length(zr[[i]]))) | ||
| + | i = i + 1} | ||
| + | final.nfs = data.frame(names(zr),nfs) %>% set_colnames(c("name", "nfs")) | ||
| + | |||
| + | zr.t <- split(d$zr, d$y.frame.all) | ||
| + | n.t <- split(d$n, d$y.frame.all) | ||
| + | for (i in 1:length(n.t)){ | ||
| + | t[[i]] <- zr.t[[i]]*sqrt(n.t[[i]]-3) | ||
| + | i = i + 1} | ||
| + | nfs <- vector() | ||
| + | for (i in 1:length(zr.t)){ | ||
| + | nfs[[i]] <- abs(round(sum(t[[i]])^2/2.706 - length(zr.t[[i]]))) | ||
| + | i = i + 1} | ||
| + | final.nfs.t = data.frame(names(zr.t),nfs)%>% set_colnames(c("name", "nfs")) | ||
| + | nfs = rbind(final.nfs, final.nfs.t) | ||
| + | |||
| + | order <- data.frame(c("消极情绪", "愤怒", "无聊", | ||
| + | "积极自我概念", "一般效能感", "其他效能感", "一般自尊", "基于组织的自尊", | ||
| + | "消极行为", "反生产行为", "离职意愿", | ||
| + | "积极行为", "创新", "工作重塑", "建言", "前瞻行为", | ||
| + | "知识共享", "组织公民行为", "任务绩效")) %>% set_colnames("order") | ||
| + | t.nfs = left_join(order, nfs, by=c("order"="name")) | ||
| + | |||
| + | #### 主要变量直接效应 #### | ||
| + | main_r <- ma_r(rxyi = orig.data$rxy, n = orig.data$n, | ||
| + | sample_id = orig.data$id, citekey = orig.data$id, | ||
| + | construct_x = orig.data$x.frame.all, | ||
| + | construct_y = orig.data$y.frame.all, | ||
| + | moderators = orig.data$y.coding.t, | ||
| + | data = orig.data) | ||
| + | main_rho <- ma_r(rxyi = orig.data$rtp, n = orig.data$n, | ||
| + | sample_id = orig.data$id, citekey = orig.data$id, | ||
| + | construct_x = orig.data$x.frame.all, | ||
| + | construct_y = orig.data$y.frame.all, | ||
| + | moderators = orig.data$y.coding.t, | ||
| + | data = orig.data) | ||
| + | |||
| + | # 此处获取 %Var 信息 | ||
| + | hetero <- heterogeneity(main_rho)%>%get_heterogeneity | ||
| + | data.hetero = data.frame(matrix(NA, nrow = length(hetero), ncol=2)) | ||
| + | names(data.hetero) = c("id","var") | ||
| + | data.hetero$id = colnames(sapply(hetero, function(x) x[[1]])) | ||
| + | data.hetero$var = sapply(hetero, function(x) x[[1]]$percent_var_accounted[[1]]) | ||
| + | |||
| + | #### 主效应分析表制作 #### | ||
| + | main_r <- main_r %>% summary %>% get_metatab | ||
| + | main_rho <- main_rho %>% summary %>% get_metatab | ||
| + | maineffects <- data.frame(main_r$analysis_id, | ||
| + | main_r$construct_x, | ||
| + | main_r$construct_y, | ||
| + | main_r$`orig.data$y.coding.t`, | ||
| + | main_r$k, main_r$N, | ||
| + | round(cbind(main_r$mean_r, main_r$sd_r, | ||
| + | main_rho$mean_r,main_rho$sd_r),2), | ||
| + | paste("[", round(main_rho$CI_LL_95, 2), ", ", | ||
| + | round(main_rho$CI_UL_95, 2), "]"), | ||
| + | paste("[", round(main_rho$CR_LL_80, 2), ", ", | ||
| + | round(main_rho$CR_UL_80, 2),"]"), | ||
| + | data.hetero) %>% | ||
| + | set_colnames(c("id", "x", "y", "dim", "k", "n", | ||
| + | "r", "SD_r","rho", "SD_rho", | ||
| + | "95% CI", "80% CV", | ||
| + | "var%")) | ||
| + | main.poq <- subset(maineffects, maineffects$x == "资质过剩感" & | ||
| + | maineffects$y != "个人工作匹配"& | ||
| + | maineffects$y != "个人组织匹配"& | ||
| + | maineffects$y != "健康"& | ||
| + | maineffects$y != "对工作的态度"& | ||
| + | maineffects$y != "对组织的态度") | ||
| + | main.poq$`5k+10` = main.poq$k * 5 + 10 | ||
| + | |||
| + | maineffects.poq = left_join(main.poq, t.nfs, by=c("dim"="order")) %>% | ||
| + | left_join(t.nfs, by=c("y"="order")) %>% unique | ||
| + | |||
| + | mainpoq <- data.frame(maineffects.poq[, c(3:7,9:12)], | ||
| + | round(unlist(maineffects.poq$`var%`),2), | ||
| + | maineffects.poq[, 14:16])%>%set_colnames( | ||
| + | c("y", "dim", "k", "n", "r", "rho", | ||
| + | "SD_rho", "95%CI", "80%CV", | ||
| + | "var", "5k+10", "nfs.dim", "nfs.all")) | ||
| + | |||
| + | write.csv(mainpoq, file = "Table1_poq直接效应及发表偏倚检验.csv") #表1 | ||
| + | |||
| + | maineffects$word <- paste("(", maineffects$r,", ", maineffects$rho, ")","\n", | ||
| + | "(", maineffects$k,", ", maineffects$n, ")","\n", | ||
| + | maineffects$`95% CI`,"\n", | ||
| + | maineffects$`80% CV`) | ||
| + | |||
| + | #### 2………………中介效应检验………………#### | ||
| + | #### 数据准备：全模型数据 #### | ||
| + | varnames <- c("POQ","NE", "PS", "NB", "PB", "JP") | ||
| + | poq.ne <- subset(maineffects, maineffects$x == "资质过剩感" & | ||
| + | maineffects$y == "消极情绪" & | ||
| + | maineffects$dim == "All Levels") | ||
| + | poq.ps <- subset(maineffects, maineffects$x == "资质过剩感" & | ||
| + | maineffects$y == "积极自我概念" & | ||
| + | maineffects$dim == "All Levels") | ||
| + | poq.nb <- subset(maineffects, maineffects$x == "资质过剩感" & | ||
| + | maineffects$y == "消极行为" & | ||
| + | maineffects$dim == "All Levels") | ||
| + | poq.pb <- subset(maineffects, maineffects$x == "资质过剩感" & | ||
| + | maineffects$y == "积极行为" & | ||
| + | maineffects$dim == "All Levels") | ||
| + | poq.jp <- subset(maineffects, maineffects$x == "资质过剩感" & | ||
| + | maineffects$y == "任务绩效" & | ||
| + | maineffects$dim == "All Levels") | ||
| + | ne.ps <- subset(maineffects, (maineffects$x == "消极情绪" & | ||
| + | maineffects$y == "积极自我概念" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "消极情绪" & | ||
| + | maineffects$x == "积极自我概念" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | ne.nb <- subset(maineffects, (maineffects$x == "消极情绪" & | ||
| + | maineffects$y == "消极行为" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "消极情绪" & | ||
| + | maineffects$x == "消极行为" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | ne.pb <- subset(maineffects, (maineffects$x == "消极情绪" & | ||
| + | maineffects$y == "积极行为" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "消极情绪" & | ||
| + | maineffects$x == "积极行为" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | ne.jp <- subset(maineffects, (maineffects$x == "消极情绪" & | ||
| + | maineffects$y == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "消极情绪" & | ||
| + | maineffects$x == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | ps.nb <- subset(maineffects, (maineffects$x == "积极自我概念" & | ||
| + | maineffects$y == "消极行为" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "积极自我概念" & | ||
| + | maineffects$x == "消极行为" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | ps.pb <- subset(maineffects, (maineffects$x == "积极自我概念" & | ||
| + | maineffects$y == "积极行为" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "积极自我概念" & | ||
| + | maineffects$x == "积极行为" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | ps.jp <- subset(maineffects, (maineffects$x == "积极自我概念" & | ||
| + | maineffects$y == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "积极自我概念" & | ||
| + | maineffects$x == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | nb.pb <- subset(maineffects, (maineffects$x == "消极行为" & | ||
| + | maineffects$y == "积极行为" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "消极行为" & | ||
| + | maineffects$x == "积极行为" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | nb.jp <- subset(maineffects, (maineffects$x == "消极行为" & | ||
| + | maineffects$y == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "消极行为" & | ||
| + | maineffects$x == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | pb.jp <- subset(maineffects, (maineffects$x == "积极行为" & | ||
| + | maineffects$y == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")| | ||
| + | (maineffects$y == "积极行为" & | ||
| + | maineffects$x == "任务绩效" & | ||
| + | maineffects$dim == "All Levels")) | ||
| + | all.matrix <- vec2symMat(c(poq.ne$rho, poq.ps$rho, poq.nb$rho, poq.pb$rho, poq.jp$rho, | ||
| + | ne.ps$rho, ne.nb$rho, ne.pb$rho, ne.jp$rho, | ||
| + | ps.nb$rho, ps.pb$rho, ps.jp$rho, | ||
| + | nb.pb$rho, nb.jp$rho, | ||
| + | pb.jp$rho), | ||
| + | diag = FALSE, byrow = FALSE) %>% | ||
| + | set_colnames(varnames) %>% | ||
| + | set_rownames(varnames) | ||
| + | all_dat <- list(all.matrix) | ||
| + | |||
| + | main_in_r <- ma_r(rxyi = orig.data$rxy, n = orig.data$n, | ||
| + | sample_id = orig.data$id, citekey = orig.data$id, | ||
| + | construct_x = orig.data$x.frame.all, | ||
| + | construct_y = orig.data$y.frame.all, | ||
| + | moderators = orig.data$indi, | ||
| + | data = orig.data) | ||
| + | main_in_rho <- ma_r(rxyi = orig.data$rtp, n = orig.data$n, | ||
| + | sample_id = orig.data$id, citekey = orig.data$id, | ||
| + | construct_x = orig.data$x.frame.all, | ||
| + | construct_y = orig.data$y.frame.all, | ||
| + | moderators = orig.data$indi, | ||
| + | data = orig.data) | ||
| + | hetero_in <- heterogeneity(main_in_rho)%>%get_heterogeneity | ||
| + | data.hetero_in = data.frame(matrix(NA, nrow = length(hetero_in), ncol=2)) | ||
| + | names(data.hetero_in) = c("id","var") | ||
| + | data.hetero_in$id = colnames(sapply(hetero_in, function(x) x[[1]])) | ||
| + | data.hetero_in$var = sapply(hetero_in, function(x) x[[1]]$percent_var_accounted[[1]]) | ||
| + | main_in_r <- main_in_r %>% summary %>% get_metatab %>% na.omit | ||
| + | main_in_rho <- main_in_rho %>% summary %>% get_metatab %>% na.omit | ||
| + | main_indi <- data.frame(main_in_r$analysis_id, | ||
| + | main_in_r$construct_x, | ||
| + | main_in_r$construct_y, | ||
| + | main_in_r$`orig.data$indi`, | ||
| + | main_in_r$k, main_in_r$N, | ||
| + | round(cbind(main_in_r$mean_r, main_in_r$sd_r, | ||
| + | main_in_rho$mean_r,main_in_rho$sd_r),2), | ||
| + | paste("[", round(main_in_rho$CI_LL_95, 2), ", ", | ||
| + | round(main_in_rho$CI_UL_95, 2), "]"), | ||
| + | paste("[", round(main_in_rho$CR_LL_80, 2), ", ", | ||
| + | round(main_in_rho$CR_UL_80, 2),"]")) %>% | ||
| + | set_colnames(c("id", "x", "y", "indi", "k", "n", | ||
| + | "r", "SD_r","rho", "SD_rho", | ||
| + | "95% CI", "80% CV")) | ||
| + | |||
| + | #### 数据准备：低个人主义（高集体主义）数据 #### | ||
| + | poq.ne.l <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "消极情绪" & | ||
| + | main_indi$indi == "L") | ||
| + | poq.ps.l <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "积极自我概念" & | ||
| + | main_indi$indi == "L") | ||
| + | poq.nb.l <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "消极行为" & | ||
| + | main_indi$indi == "L") | ||
| + | poq.pb.l <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "L") | ||
| + | poq.jp.l <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "L") | ||
| + | ne.ps.l <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "积极自我概念" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "积极自我概念" & | ||
| + | main_indi$indi == "L")) | ||
| + | ne.nb.l <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "消极行为" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "消极行为" & | ||
| + | main_indi$indi == "L")) | ||
| + | ne.pb.l <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "积极行为" & | ||
| + | main_indi$indi == "L")) | ||
| + | ne.jp.l <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "L")) | ||
| + | ps.nb.l <- subset(main_indi, (main_indi$x == "积极自我概念" & | ||
| + | main_indi$y == "消极行为" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "积极自我概念" & | ||
| + | main_indi$x == "消极行为" & | ||
| + | main_indi$indi == "L")) | ||
| + | ps.pb.l <- subset(main_indi, (main_indi$x == "积极自我概念" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "积极自我概念" & | ||
| + | main_indi$x == "积极行为" & | ||
| + | main_indi$indi == "L")) | ||
| + | ps.jp.l <- subset(main_indi, (main_indi$x == "积极自我概念" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "积极自我概念" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "L")) | ||
| + | nb.pb.l <- subset(main_indi, (main_indi$x == "消极行为" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "消极行为" & | ||
| + | main_indi$x == "积极行为" & | ||
| + | main_indi$indi == "L")) | ||
| + | nb.jp.l <- subset(main_indi, (main_indi$x == "消极行为" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "消极行为" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "L")) | ||
| + | pb.jp.l <- subset(main_indi, (main_indi$x == "积极行为" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "L")| | ||
| + | (main_indi$y == "积极行为" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "L")) | ||
| + | all.matrix.l <- vec2symMat(c(poq.ne.l$rho, poq.ps.l$rho, poq.nb.l$rho, poq.pb.l$rho, poq.jp.l$rho, | ||
| + | ne.ps.l$rho, ne.nb.l$rho, ne.pb.l$rho, ne.jp.l$rho, | ||
| + | ps.nb.l$rho, ps.pb.l$rho, ps.jp.l$rho, | ||
| + | nb.pb.l$rho, nb.jp.l$rho, | ||
| + | pb.jp.l$rho), | ||
| + | diag = FALSE, byrow = FALSE) %>% | ||
| + | set_colnames(varnames) %>% | ||
| + | set_rownames(varnames) | ||
| + | all_dat.l <- list(all.matrix.l) | ||
| + | |||
| + | #### 数据准备：高个人主义（低集体主义）数据 #### | ||
| + | poq.ne.h <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "消极情绪" & | ||
| + | main_indi$indi == "H") | ||
| + | poq.ps.h <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "积极自我概念" & | ||
| + | main_indi$indi == "H") | ||
| + | poq.nb.h <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "消极行为" & | ||
| + | main_indi$indi == "H") | ||
| + | poq.pb.h <- subset(main_indi, x == "资质过剩感" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "H") | ||
| + | poq.jp.h <- subset(main_indi, main_indi$x == "资质过剩感" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "H") | ||
| + | ne.ps.h <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "积极自我概念" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "积极自我概念" & | ||
| + | main_indi$indi == "H")) | ||
| + | ne.nb.h <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "消极行为" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "消极行为" & | ||
| + | main_indi$indi == "H")) | ||
| + | ne.pb.h <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "积极行为" & | ||
| + | main_indi$indi == "H")) | ||
| + | ne.jp.h <- subset(main_indi, (main_indi$x == "消极情绪" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "消极情绪" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "H")) | ||
| + | ps.nb.h <- subset(main_indi, (main_indi$x == "积极自我概念" & | ||
| + | main_indi$y == "消极行为" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "积极自我概念" & | ||
| + | main_indi$x == "消极行为" & | ||
| + | main_indi$indi == "H")) | ||
| + | ps.pb.h <- subset(main_indi, (main_indi$x == "积极自我概念" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "积极自我概念" & | ||
| + | main_indi$x == "积极行为" & | ||
| + | main_indi$indi == "H")) | ||
| + | ps.jp.h <- subset(main_indi, (main_indi$x == "积极自我概念" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "积极自我概念" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "H")) | ||
| + | nb.pb.h <- subset(main_indi, (main_indi$x == "消极行为" & | ||
| + | main_indi$y == "积极行为" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "消极行为" & | ||
| + | main_indi$x == "积极行为" & | ||
| + | main_indi$indi == "H")) | ||
| + | nb.jp.h <- subset(main_indi, (main_indi$x == "消极行为" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "消极行为" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "H")) | ||
| + | pb.jp.h <- subset(main_indi, (main_indi$x == "积极行为" & | ||
| + | main_indi$y == "任务绩效" & | ||
| + | main_indi$indi == "H")| | ||
| + | (main_indi$y == "积极行为" & | ||
| + | main_indi$x == "任务绩效" & | ||
| + | main_indi$indi == "H")) | ||
| + | all.matrix.h <- vec2symMat(c(poq.ne.h$rho, poq.ps.h$rho, poq.nb.h$rho, poq.pb.h$rho, poq.jp.h$rho, | ||
| + | ne.ps.h$rho, ne.nb.h$rho, ne.pb.h$rho, ne.jp.h$rho, | ||
| + | ps.nb.h$rho, ps.pb.h$rho, ps.jp.h$rho, | ||
| + | nb.pb.h$rho, nb.jp.h$rho, | ||
| + | pb.jp.h$rho), | ||
| + | diag = FALSE, byrow = FALSE) %>% | ||
| + | set_colnames(varnames) %>% | ||
| + | set_rownames(varnames) | ||
| + | all_dat.h <- list(all.matrix.h) | ||
| + | |||
| + | #### 调和平均数 #### | ||
| + | all_n <- c(poq.ne$n, poq.ps$n, poq.nb$n, poq.pb$n, poq.jp$n, | ||
| + | ne.ps$n, ne.nb$n, ne.pb$n, ne.jp$n, | ||
| + | ps.nb$n, ps.pb$n, ps.jp$n, | ||
| + | nb.pb$n, nb.jp$n, | ||
| + | pb.jp$n) %>% harmonic.mean %>% round | ||
| + | n_l <- c(poq.ne.l$n, poq.ps.l$n, poq.nb.l$n, poq.pb.l$n, poq.jp.l$n, | ||
| + | ne.ps.l$n, ne.nb.l$n, ne.pb.l$n, ne.jp.l$n, | ||
| + | ps.nb.l$n, ps.pb.l$n, ps.jp.l$n, | ||
| + | nb.pb.l$n, nb.jp.l$n, | ||
| + | pb.jp.l$n) %>% harmonic.mean %>% round | ||
| + | n_h <- c(poq.ne.h$n, poq.ps.h$n, poq.nb.h$n, poq.pb.h$n, poq.jp.h$n, | ||
| + | ne.ps.h$n, ne.nb.h$n, ne.pb.h$n, ne.jp.h$n, | ||
| + | ps.nb.h$n, ps.pb.h$n, ps.jp.h$n, | ||
| + | nb.pb.h$n, nb.jp.h$n, | ||
| + | pb.jp.h$n) %>% harmonic.mean %>% round | ||
| + | |||
| + | ####模型设置 #### | ||
| + | model_all <- 'NB ~ POQ + PS + NE | ||
| + | PB ~ POQ + PS + NE | ||
| + | JP ~ POQ + PS + NE | ||
| + | |||
| + | NE ~ POQ | ||
| + | PS ~ POQ | ||
| + | |||
| + | NE ~~ 1*NE | ||
| + | PS ~~ 1*PS | ||
| + | POQ ~~ 1*POQ | ||
| + | |||
| + | NE ~~ 0.1*PS | ||
| + | |||
| + | NB ~~ 0.1*NB | ||
| + | PB ~~ 0.1*PB | ||
| + | JP ~~ 0.1*JP | ||
| + | |||
| + | NB ~~ 0.1*PB | ||
| + | NB ~~ 0.1*JP | ||
| + | JP ~~ 0.1*PB' | ||
| + | |||
| + | RAM_all <- lavaan2RAM(model_all, obs.variables = varnames) | ||
| + | |||
| + | #### SEM全部数据及调和平均数 #### | ||
| + | fin_dat <- list(all_dat, all_dat.l, all_dat.h) | ||
| + | fin_n <- c(all_n, n_l, n_h) | ||
| + | |||
| + | stage1 <- list() | ||
| + | stage2 <- list() | ||
| + | stage2_LB <- list() | ||
| + | stage2_Z <- list() | ||
| + | ind_LB <- list() | ||
| + | ind_Z <- list() | ||
| + | fitness <- list() | ||
| + | path <- list() | ||
| + | ind <- list() | ||
| + | sem <- list() | ||
| + | name <- c("all", "low individualism", "high individualism") | ||
| + | for (i in 1:length(fin_dat)){ | ||
| + | #### stage1 #### | ||
| + | stage1[[i]] <- tssem1(Cov = fin_dat[[i]], n = fin_n[i], method = "FEM", | ||
| + | RE.type = "Diag", RE.startvalues=0.1, | ||
| + | acov = "weighted") | ||
| + | |||
| + | summary(stage1[[i]]) | ||
| + | #### stage2 #### | ||
| + | stage2[[i]] <- tssem2(stage1[[i]], Amatrix = RAM_all$A, Smatrix = RAM_all$S) | ||
| + | summary(stage2[[i]]) | ||
| + | |||
| + | stage2_LB[[i]] <- tssem2(stage1[[i]], Amatrix = RAM_all$A, Smatrix = RAM_all$S, | ||
| + | diag.constraints = TRUE, intervals.type = "LB", | ||
| + | mx.algebras = list( | ||
| + | #POQ-NE-Y | ||
| + | IndNE_NB = mxAlgebra(NEONPOQ*NBONNE, name = "IndNE_NB"), | ||
| + | IndNE_PB = mxAlgebra(NEONPOQ*PBONNE, name = "IndNE_PB"), | ||
| + | IndNE_JP = mxAlgebra(NEONPOQ*JPONNE, name = "IndNE_JP"), | ||
| + | #POQ-PS-Y | ||
| + | IndPS_NB = mxAlgebra(PSONPOQ*NBONPS, name = "IndPS_NB"), | ||
| + | IndPS_PB = mxAlgebra(PSONPOQ*PBONPS, name = "IndPS_PB"), | ||
| + | IndPS_JP = mxAlgebra(PSONPOQ*JPONPS, name = "IndPS_JP"), | ||
| + | #POQ-NE+PS-Y | ||
| + | Indall_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS, name = "Indall_NB"), | ||
| + | Indall_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS, name = "Indall_PB"), | ||
| + | Indall_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS, name = "Indall_JP"), | ||
| + | #POQ-NE+PS-Y PLUS POQ-Y | ||
| + | Total_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS + NBONPOQ, name = "Total_NB"), | ||
| + | Total_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS + PBONPOQ, name = "Total_PB"), | ||
| + | Total_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS + JPONPOQ, name = "Total_JP"), | ||
| + | #Diff POQ-(NE-PS)-Y | ||
| + | DIF_NEminusPS_NB= mxAlgebra(NEONPOQ*NBONNE - PSONPOQ*NBONPS, name = "DIF_NEminusPS_NB"), | ||
| + | DIF_NEminusPS_PB= mxAlgebra(NEONPOQ*PBONNE - PSONPOQ*PBONPS, name = "DIF_NEminusPS_PB"), | ||
| + | DIF_NEminusPS_JP= mxAlgebra(NEONPOQ*JPONNE - PSONPOQ*JPONPS, name = "DIF_NEminusPS_JP"))) | ||
| + | stage2_LB[[i]] <- rerun(stage2_LB[[i]]) | ||
| + | ind_LB[[i]] <- summary(stage2_LB[[i]]) | ||
| + | |||
| + | stage2_Z[[i]] <- tssem2(stage1[[i]], Amatrix = RAM_all$A, Smatrix = RAM_all$S, | ||
| + | diag.constraints = FALSE, intervals.type = "z", | ||
| + | mx.algebras = list( | ||
| + | IndNE_NB = mxAlgebra(NEONPOQ*NBONNE, name = "IndNE_NB"), | ||
| + | IndNE_PB = mxAlgebra(NEONPOQ*PBONNE, name = "IndNE_PB"), | ||
| + | IndNE_JP = mxAlgebra(NEONPOQ*JPONNE, name = "IndNE_JP"), | ||
| + | |||
| + | IndPS_NB = mxAlgebra(PSONPOQ*NBONPS, name = "IndPS_NB"), | ||
| + | IndPS_PB = mxAlgebra(PSONPOQ*PBONPS, name = "IndPS_PB"), | ||
| + | IndPS_JP = mxAlgebra(PSONPOQ*JPONPS, name = "IndPS_JP"), | ||
| + | |||
| + | Indall_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS, name = "Indall_NB"), | ||
| + | Indall_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS, name = "Indall_PB"), | ||
| + | Indall_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS, name = "Indall_JP"), | ||
| + | |||
| + | Total_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS + NBONPOQ, name = "Total_NB"), | ||
| + | Total_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS + PBONPOQ, name = "Total_PB"), | ||
| + | Total_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS + JPONPOQ, name = "Total_JP"), | ||
| + | |||
| + | DIF_NEminusPS_NB= mxAlgebra(NEONPOQ*NBONNE - PSONPOQ*NBONPS, name = "DIF_NEminusPS_NB"), | ||
| + | DIF_NEminusPS_PB= mxAlgebra(NEONPOQ*PBONNE - PSONPOQ*PBONPS, name = "DIF_NEminusPS_PB"), | ||
| + | DIF_NEminusPS_JP= mxAlgebra(NEONPOQ*JPONNE - PSONPOQ*JPONPS, name = "DIF_NEminusPS_JP"))) | ||
| + | stage2_Z[[i]] <- rerun(stage2_Z[[i]]) | ||
| + | ind_Z[[i]] <- summary(stage2_Z[[i]]) | ||
| + | #### 拟合系数 #### | ||
| + | fitness[[i]] <- ind_LB[[i]][["stat"]]%>%as.data.frame%>%round(2)%>% | ||
| + | set_colnames("Goodness-of-fit indices") | ||
| + | #### 路径系数 #### | ||
| + | path[[i]] <- data.frame(round(ind_Z[[i]][["coefficients"]][,1], 2), | ||
| + | paste("[", round(ind_Z[[i]][["coefficients"]][,3], 2),",", | ||
| + | round(ind_Z[[i]][["coefficients"]][,4], 2), "]"), | ||
| + | round(ind_Z[[i]][["coefficients"]][,2], 2), | ||
| + | round(ind_Z[[i]][["coefficients"]][,5], 2), | ||
| + | round(ind_Z[[i]][["coefficients"]][,6], 2)) %>% | ||
| + | set_colnames(c("β", "95% CI", "SE", "z", "p")) %>% | ||
| + | set_rownames(c("NE->JP", "POQ->JP", "PS->JP", | ||
| + | "NE->NB", "POQ->NB", "PS->NB", | ||
| + | "POQ->NE", "NE->PB", "POQ->PB", | ||
| + | "PS->PB", "POQ->PS")) | ||
| + | #### 中介效应 #### | ||
| + | ind[[i]] <- data.frame(round(ind_LB[[i]][["mx.algebras"]][,2],2), | ||
| + | paste("[", round(ind_LB[[i]][["mx.algebras"]][,1],2), ",", | ||
| + | round(ind_LB[[i]][["mx.algebras"]][,3],2), "]")) %>% | ||
| + | set_colnames(c("β", "95%CI"))%>% | ||
| + | set_rownames(c("IndNE_NB", "IndNE_PB", "IndNE_JP", | ||
| + | "IndPS_NB", "IndPS_PB", "IndPS_JP", | ||
| + | "Indall_NB", "Indall_PB", "Indall_JP", | ||
| + | "Total_NB", "Total_PB", "Total_JP", | ||
| + | "DIF_NEminusPS_NB", "DIF_NEminusPS_PB", "DIF_NEminusPS_JP")) | ||
| + | sem[[i]] <- list(name = name[i], | ||
| + | fit=fitness[[i]], path = path[[i]], ind = ind[[i]]) | ||
| + | sem[[i]] | ||
| + | i = i + 1} | ||
| + | #### 相关系数文本 #### | ||
| + | sem.matrix <- cbind(c(poq.ne$word, poq.ps$word, poq.nb$word, poq.pb$word, poq.jp$word), | ||
| + | c(" ", ne.ps$word, ne.nb$word, ne.pb$word, ne.jp$word), | ||
| + | c(" ", " ", ps.nb$word, ps.pb$word,ps.jp$word), | ||
| + | c(" ", " ", " ", nb.pb$word, nb.jp$word), | ||
| + | c(" ", " "," ", " ", pb.jp$word))%>% | ||
| + | set_colnames(c("资质过剩感", "消极情绪", "积极自我概念", "消极角色外行为", "积极角色外行为"))%>% | ||
| + | set_rownames(c("消极情绪", "积极自我概念", "消极角色外行为", "积极角色外行为", "任务绩效")) | ||
| + | |||
| + | write.csv(sem.matrix, "Table2_变量相关系数矩阵.csv") # 表2 | ||
| + | |||
| + | #### 结构方程分析结果 #### | ||
| + | # 此处获取结构方程拟合结果 | ||
| + | final_fit <- cbind(sem[[1]][["fit"]][c(1,7,4),], | ||
| + | sem[[2]][["fit"]][c(1,7,4),], | ||
| + | sem[[3]][["fit"]][c(1,7,4),])%>% | ||
| + | set_rownames(c("n", "Chi", "p"))%>% | ||
| + | set_colnames(c("全样本", "高集体主义", "低集体主义")) | ||
| + | # 此处获取图2到4信息 #### | ||
| + | final_path <- rbind(c("全样本", " "," ", " ", " ", | ||
| + | "高集体主义", " "," ", " ", " ", | ||
| + | "低集体主义", " "," ", " ", " "), | ||
| + | rep(c("β", "CI", "SE", "z", "p"), 3), | ||
| + | cbind(rbind(sem[[1]][["path"]]), | ||
| + | rbind(sem[[2]][["path"]]), | ||
| + | rbind(sem[[3]][["path"]])))%>%set_colnames(c(1:15)) | ||
| + | |||
| + | write.csv(final_path, "Figure2_4_模型1-3路径系数.csv") # 图2、图3、图4 | ||
| + | |||
| + | final_ind <- rbind(rep(c("β", "95%CI"),3), | ||
| + | cbind(sem[[1]][["ind"]], | ||
| + | sem[[2]][["ind"]], | ||
| + | sem[[3]][["ind"]]))%>%set_colnames(c(1:6)) | ||
| + | final_ind_final <- rbind(final_ind[c(1:7, 14:16, 11:13),]) | ||
| + | |||
| + | write.csv(final_ind_final, "Table3_情绪认知间接效应检验.csv") # 表3 | ||
| + | |||
| + | |||
| + | #### 3………………概念冗余度检验………………#### | ||
| + | #### 相关矩阵构建 #### | ||
| + | matrix <- data.frame(maineffects$x, maineffects$y, maineffects$dim, | ||
| + | paste( "(", maineffects$k, ",", maineffects$n, ")" ) , | ||
| + | paste( "(", maineffects$r, ",", maineffects$rho, ")" ) , | ||
| + | maineffects$`95% CI`, maineffects$`80% CV`, maineffects$rho)%>% | ||
| + | set_colnames(c("x", "dim", "y", "(k, n)", "(r, ρ)", "95% CI", "80% CV", "rho")) | ||
| + | |||
| + | matrix$all = matrix$`(r, ρ)` | ||
| + | |||
| + | poq_pj <- subset(matrix, matrix$x == "资质过剩感" & matrix$y == "个人工作匹配") | ||
| + | poq_po <- subset(matrix, matrix$x == "资质过剩感" & matrix$y == "个人组织匹配") | ||
| + | poq_y <- subset(matrix, (matrix$y == "压力（反向）"| | ||
| + | matrix$y == "组织承诺"| | ||
| + | matrix$y == "工作满意度"| | ||
| + | matrix$y == "创新"| | ||
| + | matrix$y == "组织公民行为"| | ||
| + | matrix$y == "反生产行为"| | ||
| + | matrix$y == "离职意愿"| | ||
| + | matrix$y == "任务绩效")& | ||
| + | matrix$x == "资质过剩感") | ||
| + | pj_po <- subset(matrix, matrix$x == "个人工作匹配" & | ||
| + | matrix$dim == "个人组织匹配") | ||
| + | pj_y<- subset(matrix, (matrix$x == "个人工作匹配"& | ||
| + | (matrix$y == "压力（反向）"| | ||
| + | matrix$y == "组织承诺"| | ||
| + | matrix$y == "工作满意度"))| | ||
| + | (matrix$dim == "个人工作匹配"& | ||
| + | (matrix$y == "创新"| | ||
| + | matrix$y == "组织公民行为"| | ||
| + | matrix$y == "反生产行为"| | ||
| + | matrix$y == "离职意愿"| | ||
| + | matrix$y == "任务绩效"))) | ||
| + | po_y <- subset(matrix, (matrix$x == "个人组织匹配"& | ||
| + | (matrix$y == "压力（反向）"| | ||
| + | matrix$y == "组织承诺"| | ||
| + | matrix$y == "工作满意度"))| | ||
| + | (matrix$dim == "个人组织匹配"& | ||
| + | (matrix$y == "创新"| | ||
| + | matrix$y == "组织公民行为"| | ||
| + | matrix$y == "反生产行为"| | ||
| + | matrix$y == "离职意愿"| | ||
| + | matrix$y == "任务绩效"))) | ||
| + | #### 相关矩阵表格 #### | ||
| + | ynames <- c("创新", "组织公民行为", "反生产行为", "离职意愿", | ||
| + | "任务绩效", "压力（反向）", "工作满意度", "组织承诺") | ||
| + | rwa.text <- data.frame(ynames, poq_y= poq_y$all, pj_y = pj_y$all, po_y = po_y$all, | ||
| + | poq_pj = poq_pj$all, poq_po = poq_po$all, | ||
| + | pj_po = pj_po$all) | ||
| + | |||
| + | write.csv(rwa.text, "Table4_poq及匹配与结果变量相关性.csv") # 表4 | ||
| + | |||
| + | #### 数据准备：相对权重分析 #### | ||
| + | data.rwa <- data.frame(ynames, poq_y= poq_y$rho, pj_y = pj_y$rho, po_y = po_y$rho, | ||
| + | poq_pj = poq_pj$rho, poq_po = poq_po$rho, | ||
| + | pj_po = pj_po$rho) | ||
| + | varnames <- c("y", "poq", "pj", "po") | ||
| + | lables <- list(varnames, varnames) | ||
| + | cordat <- list() | ||
| + | for (i in 1:nrow(data.rwa)){ | ||
| + | cordat[[i]] <- vec2symMat(as.matrix(data.rwa[i,2:ncol(data.rwa)]), | ||
| + | diag = FALSE, byrow = FALSE) | ||
| + | dimnames(cordat[[i]]) <- lables} | ||
| + | |||
| + | |||
| + | #### 相对权重分析函数 #### | ||
| + | #注：参考https://relativeimportance.davidson.edu/，根据本研究做相应调整 | ||
| + | multRegress<-function(mydata){ | ||
| + | numVar<<-NCOL(mydata) | ||
| + | Variables<<- names(mydata)[2:numVar] | ||
| + | RXX<-mydata[2:numVar,2:numVar] | ||
| + | RXY<-mydata[2:numVar,1] | ||
| + | RXX.eigen<-eigen(RXX) | ||
| + | D<-diag(RXX.eigen$val) | ||
| + | delta<-sqrt(D) | ||
| + | lambda<-RXX.eigen$vec%*%delta%*%t(RXX.eigen$vec) | ||
| + | lambdasq<-lambda^2 | ||
| + | beta<-solve(lambda)%*%RXY | ||
| + | rsquare<<-sum(beta^2) | ||
| + | RawWgt<-lambdasq%*%beta^2 | ||
| + | import<-(RawWgt/rsquare)*100 | ||
| + | result<-data.frame(Variables, Raw.W=round(RawWgt,2), | ||
| + | R.perc=round(import,2), | ||
| + | R2 = round(rsquare,2)) | ||
| + | } | ||
| + | |||
| + | #### POQ fit 相对权重计算 #### | ||
| + | rawdata <- list() | ||
| + | thedata <- list() | ||
| + | Labels <- list() | ||
| + | a <- list() | ||
| + | title <- list() | ||
| + | R_square <- list() | ||
| + | rwa.results <- list() | ||
| + | |||
| + | for (i in 1:length(cordat)){ | ||
| + | rawdata[[i]]<- data.frame(cordat[[i]]) | ||
| + | attach(rawdata[[i]]) | ||
| + | thedata[[i]] <- data.frame(y, poq, pj, po) | ||
| + | Labels[[i]] <- names(thedata[[i]])[2:length(thedata[[i]])] | ||
| + | a[[i]] <- multRegress(thedata[[i]]) %>% set_colnames(c("变量", "W", "%R", "R2")) | ||
| + | title[[i]] <- data.frame("", ynames[[i]], "", "") %>% set_colnames(c("变量", "W", "%R", "R2")) | ||
| + | R_square[[i]] <- data.frame("R2", unique(a[[i]][,4]), "", "") %>% set_colnames(c("变量", "W", "%R", "R2")) | ||
| + | rwa.results[[i]] <- rbind(a[[i]], R_square[[i]], title[[i]], | ||
| + | data.frame("变量", "W", "%R", "R2") %>% | ||
| + | set_colnames(c("变量", "W", "%R", "R2")))[, 1:3] | ||
| + | rwa.results[[i]] <- data.frame(id = c(1:nrow(rwa.results[[i]])), rwa.results[[i]]) | ||
| + | } | ||
| + | |||
| + | total<-merge(rwa.results[[1]], | ||
| + | rwa.results[2:length(rwa.results)], by="id")%>%t%>%unique%>%t | ||
| + | total.rwa <- rbind(total[5:6,], total[1:4,]) | ||
| + | |||
| + | write.csv(total.rwa, file = "Table5_6_相对权重分析结果.csv") # 表5与表6 | ||
| + | </pre> | ||
| + | |||
| + | ==纳入元分析的文献== | ||
| + | <pre> | ||
| + | Abdi, T. A., Peiro, J. M., Ayala, Y., & Zappala, S. (2019). Four wellbeing patterns and their antecedents in millennials at work. International Journal of Environmental Research and Public Health, 16, 1–17. | ||
| + | |||
| + | Agut, S., Peiró, J. M., Grau, R. (2009). The effect of overeducation on job content innovation and career-enhancing strategies among young spanish employees. Journal of Career Development, 36(2), 159–182. https://doi.org/10.1177/0894845308327738 | ||
| + | |||
| + | Ahmed, W., van der Werf, G., Kuyper, H., Minnaert, A. (2013). Emotions, self-regulated learning, achievement in mathematics: a growth curve analysis. Journal of Educational Psychology, 105, 150–161. | ||
| + | |||
| + | Akinlade, E. (2014). The dual effect of transformational leadership on individual and team level creativity Unpublished doctoral dissertation. Chicago, Illinois: University of Illinois at Chicago. | ||
| + | |||
| + | Alfes, K. (2013). Perceived overqualification and performance. The role of the peer-group. Zeitschrift Fur Personalforschung, 27(4), 314–330. https://doi.org/10.1688/1862-0000_ZfP_2013_04_Alfes | ||
| + | |||
| + | Allan, B. A., Tay, L., Sterling, H. M. (2017). Construction and validation of the Subjective Underemployment Scales (SUS). Journal of Vocational Behavior, 99, 93–106. https://doi.org/10.1016/j.jvb.2017.01.001 | ||
| + | |||
| + | Allan, B. A., Rolniak, J. R., & Bouchard, L. (2018). Underemployment and well-being: Exploring the dark side of meaningful work. Journal of Career Development, 1–15. | ||
| + | |||
| + | Ann Chunyan Peng, John M. Schaubroeck, Sinhui Chong, Yuhui Li. (2019). Discrete emotions linking abusive supervision to employee intention and behavior. Personnel Psychology. https://doi.org/10.1111/peps.12310 | ||
| + | |||
| + | Arendt, L. A. (2006). Leader’s use of positive humor: Effects of follower’s self-efficacy and creative performance Unpublished doctoral dissertation. Milwaukee, WI: University of Wisconsin-Milwaukee. | ||
| + | |||
| + | Armstrong-Stassen, M., Schlosser, F. (2008). Benefits of a supportive development climate for older workers. Journal of Managerial Psychology, 23(4), 419–437. | ||
| + | |||
| + | Artino, A. R. (2009). Think, feel, act: motivational and emotion influences on military students’ online academic success. Journal of Computing in Higher Education, 21, 146–166. | ||
| + | |||
| + | Artino, A. R., Jones, K. D., II. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15, 170–175. | ||
| + | |||
| + | Artino, A. R., Rochelle, J. S. L., Durning, S. J. (2010). Second-year medical students’ motivational beliefs, emotions, and achievement. Medical Education, 44, 1203–1212. | ||
| + | |||
| + | Arvan, M. L. (2015). How overqualification impacts job attitudes and well-being: The unique roles of perceptions and reality [Master Thesis]. University of South Florida. | ||
| + | |||
| + | Aryee, Walumbwa, Zhou, Hartnell (2012). Transformational leadership, innovative behavior, and task performance: test of mediation and moderation processes. Human Performance, 25, 1–25. doi:10.1080/08959285.2011.631648 | ||
| + | |||
| + | Asseburg, R., Frey, A. (2013). Too hard, too easy, or just right? The relationship between effort or boredom and ability-difficulty fit. Psychological Test and Assessment Modeling, 55(1), 92–104. | ||
| + | |||
| + | Aydin, E., Atis, G., Bolu, A., Aydin, C., Karabacak, E., Dogan, B., Ates, M. A. (2016). Identification of anger and self-esteem in psoriasis patients in a consultation-liaison psychiatry setting: A case control study. Bulletin of Clinical Psychopharmacology, 32(2), 1. | ||
| + | |||
| + | Bauer, J. A., Spector, P. E. (2015). Discrete negative emotions and counterproductive work behavior. Human Performance, 28(4), 307–331. | ||
| + | |||
| + | Beck, G. L. (2011). Investigation of the relationship between achievement emotions and academic performance in medical students (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3469946) | ||
| + | |||
| + | Benedict, J. N., Gayatridevi, S., Velayudhan, A. (2009). Perceived overqualification, job satisfaction, somatization and job stress of MNC executives. Journal of the Indian Academy of Applied Psychology, 35(2), 283–289. | ||
| + | |||
| + | Berk, U., Kahya, M., Kuzu, B., BAYRAMLIK, H. (2015). Effect of Laborers’ Overqualification Perception on Job Satisfaction And Organizational Commitment: An Empirical Study on Health Sector in Turkey. Journal of International Health Sciences and Management, 1, 60–73. | ||
| + | |||
| + | Binnewies, Sonnentag, Mojza (2009). Feeling recovered and thinking about the good side of one’s work. Journal of Occupational Health Psychology, 14, 243–256. | ||
| + | |||
| + | Bolino, M. C., Feldman, D. C. (2000). The antecedents and consequences of underemployment among expatriates. Journal of Organizational Behavior, 21(8), 889–911. https://doi.org/10.1002/1099-1379(200012)21:8<889::AID-JOB60>3.0.CO;2-G | ||
| + | |||
| + | Bowling, N. A. (2011). A meta-analysis of the predictors and consequences of organization-based self-esteem. Journal of Occupational Organizational Psychology, 83(3), 601–626. | ||
| + | |||
| + | Bruursema, K., Kessler, S. R., Spector, P. E. (2011). Bored employees misbehaving: The relationship between boredom and counterproductive work behaviour. Work Stress, 25(2), 93–107. | ||
| + | |||
| + | Carnevale, J. B., Huang, L., Harms, P. D. (2018). Leader consultation mitigates the harmful effects of leader narcissism: A belongingness perspective. Organizational Behavior Human Decision Processes, 146, 76–84. | ||
| + | |||
| + | Chae, J. S., Lee, J. H., Kim, C. J. (2011). The effect of transformational leadership on employee creativity. Korean Journal of Business Administration, 2617–2640. | ||
| + | |||
| + | Chambers, W. C. (1997). Achievement orientation: origins, influences, and outcomes (Master’s thesis). Available from ProQuest Dissertations and Theses database. (UMI No. 1388663). | ||
| + | |||
| + | Chao, M. M., Farh, J. L. (2012). A longitudinal investigation of the influence of foreign cultural experiences on the development of creativity: Roles of sojourner’s goal orientation, going-abroad motivation, and creative self-efficacy. Paper presented at academy of management conference, Boston, MA. | ||
| + | |||
| + | Chen, G., Farh, J. L., Campbell-Bush, E. M., Wu, Z., Wu, X. (2013). Teams as innovative systems: Multilevel motivational antecedents of innovation in R&D teams. Journal of Applied Psychology, 98, 1018–1027. | ||
| + | |||
| + | Chen, M., Liang, J. (2015). Unpacking the relationship between transformational leadership and employee creativity. Paper presented at academy of management conference, Vancouver, Canada. | ||
| + | |||
| + | Cheng, B., Zhou, X., Guo, G., Yang, K. (2018). Perceived overqualification and cyberloafing: A moderated-mediation model based on equity theory. Journal of Business Ethics. https://doi.org/10.1007/s10551-018-4026-8 | ||
| + | |||
| + | Cheung (2011). Refinement or breakthrough? The link between goal orientation, employee learning, creativity, and job performance Available from ProQuest Dissertations and Theses database (UMI No. 3468586). | ||
| + | |||
| + | Chughtai, Buckley (2011). Work engagement antecedents, the mediating role of learning goal orientation and job performance. Career Development International, 16, 684–705. doi:10.1108/13620431111187290 | ||
| + | |||
| + | Cowan, M. M., Piepgrass, K. W. (1997). Attitudes about science among non-majors at the two-year campus of a liberal arts university. Education Resources Information Center. | ||
| + | |||
| + | Crouter, A. C., Davis, K. D., Updegraff, K. (2010). Mexican American fathers’ occupational conditions: Links to family members’ psychological adjustment. Journal of Marriage Family, 68(4), 843–858. | ||
| + | |||
| + | da Costa, C. G., Zhou, Q., Ferreira, A. I. (2018). The impact of anger on creative process engagement: The role of social contexts. Journal of Organizational Behavior, 39(4), 495–506. | ||
| + | |||
| + | Daniels, L. M. (2009). Goals and control: exploring relationship between two types of motivational constructs and their effects on university students’ emotions and achievement (Doctoral dissertation). Retrieved from http://mspace.lib.umanitoba.ca/handle/1993/3162. Accessed 10 June 2012. | ||
| + | |||
| + | Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., Pekrun, R. (2008). Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608. | ||
| + | |||
| + | Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., Newall, N. E. (2009). A longitudinal analysis of achievement goals: from affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948–963. | ||
| + | |||
| + | Dar, N., Rahman, W. (2020). Two angles of overqualification-the deviant behavior and creative performance: The role of career and survival job. PLoS ONE, 15(1). Scopus®. https://doi.org/10.1371/journal.pone.0226677 | ||
| + | |||
| + | de Acedo Lizarraga, M. L. S., de Acedo Baquedano, M. T. S., Closas, A. H. (2014). An explanatory model regarding the relationships between psychological traits and creativity. Anales de Psicología, 30, 355–363. | ||
| + | |||
| + | Debus, M. E., Gross, C., Kleinmann, M. (2019). The power of doing: How job crafting transmits the beneficial impact of autonomy among overqualified employees. Journal of Business and Psychology. https://doi.org/10.1007/s10869-019-09625-y | ||
| + | |||
| + | Deng, H., Guan, Y., Wu, C.-H., Erdogan, B., Bauer, T., Yao, X. (2018). A relational model of perceived overqualification: The moderating role of interpersonal influence on social acceptance. Journal of Management, 44(8), 3288–3310. https://doi.org/10.1177/0149206316668237 | ||
| + | |||
| + | Dewett, T. (2002). Differentiating outcomes in employee creativity: Understanding the role of risk in creative performance Unpublished doctoral dissertation. College Station, TX: Texas A&M University. | ||
| + | |||
| + | Dewett, T. (2007). Linking intrinsic motivation, risk taking, and employee creativity in an R&D environment. R&D Management, 37, 197–208. | ||
| + | |||
| + | Dumani, S. (2015). Engaging overqualified employees: The role of job and nonwork crafting. [Ph.D.]. University of South Florida. | ||
| + | |||
| + | Eatough, E. M., Meier, L. L., Igic, I., Elfering, A., Spector, P. E., Semmer, N. K. (2016). You want me to do what? Two daily diary studies of illegitimate tasks and employee well-being. Journal of Organizational Behavior, 37(1), 108–127. | ||
| + | |||
| + | Eder (2007). Integrating the componential and interactionist models of employee creativity (Doctoral dissertation). Available from ProQuest Dissertations and Theses database(UMI No. 3277817) | ||
| + | |||
| + | Eder, P. J. (2007). Integrating the componential and interactionist models of employee creativity Unpublished doctoral dissertation. Newark, DE: University of Delaware. | ||
| + | |||
| + | Ellefson, S. K. (2010). Bullying in high-tech professions Unpublished doctoral dissertation. San Jose, CA: San Jose State University. | ||
| + | |||
| + | Erdogan, B., Bauer, T. N. (2009). Perceived overqualification and its outcomes: The moderating role of empowerment. Journal of Applied Psychology, 94(2), 557–565. https://doi.org/10.1037/a0013528 | ||
| + | |||
| + | Erdogan, B., Karaeminogullari, A., Bauer, T. N., Ellis, A. M. (2018). Perceived overqualification at work: Implications for extra-role behaviors and advice network centrality. Journal of Management, 014920631880433. https://doi.org/10.1177/0149206318804331 | ||
| + | |||
| + | Erdogan, B., Zahide Karakitapoğlu〢ygün, Caughlin, D. E., Bauer, T. N., Gumusluoglu, L. (2020). Employee overqualification and manager job insecurity: Implications for employee career outcomes. Human Resource Management, 1–13. | ||
| + | |||
| + | Feldman, D. C., Turnley, W. H. (2007). Underemployment among recent business college graduates. Journal of Organizational Behavior, 16(S1), 691–706. | ||
| + | |||
| + | Fernandes, F. G. (2016). Understanding perceived overqualification: Expanding the criterion space, establishing drivers, and developing a model [Ph.D.]. DePaul University. | ||
| + | |||
| + | Ferris, D. L., Spence, J. R., Heller, D., Brown, D. J. (2012). Interpersonal justice and workplace deviance: The role of esteem threat. Journal of Management, 38, 81–128. | ||
| + | |||
| + | Fine, S., Edward, M. (2017). Breaking the rules, not the law: The potential risks of counterproductive work behaviors among overqualified employees. International Journal of Selection and Assessment, 25(4), 401–405. https://doi.org/10.1111/ijsa.12194 | ||
| + | |||
| + | Fine, S., Nevo, B. (2008). Too smart for their own good? A study of perceived cognitive overqualification in the workforce. International Journal of Human Resource Management, 19(2), 346–355. https://doi.org/10.1080/09585190701799937 | ||
| + | |||
| + | Fluegge (2008). Who put the fun in functional? Fun at work and its effects on job performance (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 3322919) | ||
| + | |||
| + | Ford, M. T., Wang, Y., Jin, J., Eisenberger, R. (2017). Chronic and episodic anger and gratitude toward the organization: Relationships with organizational and supervisor supportiveness and extrarole behavior. Journal of Occupational Health Psychology, 23(2). | ||
| + | |||
| + | Fritea, H., Fritea, R. (2013). Can motivational regulation counteract the effects of boredom on academic achievement? Procedia – Social and Behavioral Sciences, 78, 135–139. | ||
| + | |||
| + | Gilmore, P. L. (2013). Towards a stronger motivational theory of innovative performance Unpublished doctoral dissertation. Fairfax, VA: George Mason University. | ||
| + | |||
| + | Gilson, L. L. (2000). The role of procedural justice in the relationship between demographic diversity, dissimilarity, work-related affective outcomes, and creative performance (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 9978382)" | ||
| + | |||
| + | Giuca, K. M. (2012). Framing for creativity: The impact of framing a task for gains and losses on risk perceptions and creative performance Unpublished doctoral dissertation. East Lancing, MI: Michigan State University. | ||
| + | |||
| + | Gkorezis, P., Erdogan, B., Xanthopoulou, D., Bellou, V. (2018). Implications of Perceived Overqualification for Employee’s Close Social Ties. In Academy of Management Proceedings, 2018). https://doi.org/10.5465/AMBPP.2018.11987abstract | ||
| + | |||
| + | Gong et al. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52, 765–778. doi:10.5465/AMJ.2009.43670890 | ||
| + | |||
| + | Gong, Y., Huang, J. C., Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52, 765–778. | ||
| + | |||
| + | Graham, J. B. (2011). Elements of human effectiveness: Intelligences, traits, and abilities that lead to success and fulfillment in life Unpublished doctoral dissertation. Los Angeles, CA: University of California at Los Angeles. | ||
| + | |||
| + | Gu, Y., Zhou, W., Peng, J. (2014). Study on influencing mechanism of perceived organizational support on R&D staffs’ innovative behaviors. Journal of Management Science, 27, 109–119. | ||
| + | |||
| + | Guerrero, L., Hatala, J.-P. (2015). Antecedents of perceived overqualification: A three-wave study. The Career Development International, 20(4), 409–423. https://doi.org/10.1108/CDI-11-2014-0152 | ||
| + | |||
| + | Haase, J., Hoff, E. V., Hanel, P. H. P., Innes-Ker, ?Se. (2018). A Meta-Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements. Creativity Research Journal, 30(1), 1–16. | ||
| + | |||
| + | Hall, N. C. (2006). Optimizing primary and secondary control in achievement settings: an examination of Rothbaum et al.’s (1982) congruence hypothesis (Doctoral dissertation). Retrieved from http://mspace.lib. umanitoba.ca/bitstream/1993/202/1/DISSERTATION_TOTAL_FGS.pdf. Accessed 10 June 2012. | ||
| + | |||
| + | Harju, L. K., Hakanen, J. J., Schaufeli, W. B. (2016). Can job crafting reduce job boredom and increase work engagement? A three-year cross-lagged panel study. Journal of Vocational Behavior, 95–96, 11–20. https://doi.org/10.1016/j.jvb.2016.07.001 | ||
| + | |||
| + | Hilbrecht, M., Smale, B., Mock, S. E. (2017). The relationship between perceived underemployment and wellbeing: Evidence from mid-size canadian cities. Applied Research in Quality of Life, 12(3), 607–631. https://doi.org/10.1007/s11482-016-9479-2 | ||
| + | |||
| + | Hirst, G., Zhu, C., Zhou, Q. (2012). Unpacking the ambidexterity literature to predict employee performance and creativity. Paper presented at the academy of management conference, Boston, MA. | ||
| + | |||
| + | Hirst, Van Knippenberg, Zhou, Zhu, Tsai (in press). Exploitation and exploration climates’ influence on performance and creativity: Diminishing returns as function of self-efficacy. Journal of Management | ||
| + | |||
| + | Hong, Y., Wang, D. (2011). How leader behavior and task characteristic inspire knowledge worker: The mediating role of creative self-efficacy. Modern Management Science, 8, 114–116. | ||
| + | |||
| + | Hsu, M. L., Hou, S. T., Fan, H. L. (2011). Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator. The Journal of Creative Behavior, 45, 258–272. | ||
| + | |||
| + | Hu, J., Erdogan, B., Bauer, T. N., Jiang, K., Liu, S., Li, Y. (2015). There are lots of big fish in this pond: The role of peer overqualification on task significance, perceived fit, and performance for overqualified employees. Journal of Applied Psychology, 100(4), 1228–1238. https://doi.org/10.1037/apl0000008 | ||
| + | |||
| + | Hu, Kaplan, Wei, Vega (2014). Employees’ metaperceptions of supervisor ratings on job performance. The Psychologist-Manager Journal, 17, 30–48. doi:10.1037/mgr0000010 | ||
| + | |||
| + | Huang, L., Krasikova, D. V., Liu, D. (2016). I can do it, so can you: The role of leader creative self-efficacy in facilitating follower creativity. Organizational Behavior and Human Decision Processes, 132, 49–62. | ||
| + | |||
| + | Huh, M. S., Cheon, M. J. (2013). An empirical study on the relationship between role stress and personal creativity: The mediating roles of creative self-efficacy and personal initiative. Management Information Systems Research, 22, 51–83. | ||
| + | |||
| + | Janssen, Huang (2008). Us and me: Team identification and individual differentiation as complementary drivers of team members’ citizenship and creative behaviors. Journal of Management, 34, 69–88. doi:10.1177/0149206307309263 | ||
| + | |||
| + | Janssen, Van Yperen (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47, 368–384. doi:10.2307/20159587 | ||
| + | |||
| + | Jaussi, K. S., Randel, A. E., Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19, 247–258. | ||
| + | |||
| + | Jiang, J., Yang, B. (2014). Critical thinking, creative self-efficacy and employee creativity: Weakening effect of leader-member exchange in Chinese context. Nankai Business Review, 17, 117–128. | ||
| + | |||
| + | Johnson, G. J., Johnson, W. R. (1999). Perceived overqualification and health: A longitudinal analysis. The Journal of Social Psychology, 139(1), 14–28. https://doi.org/10.1080/00224549909598358 | ||
| + | |||
| + | Johnson, G. J., & Johnson, W. R. (1995). Subjective underemployment and job satisfaction. International Review of Modern Sociology, 73-84. | ||
| + | |||
| + | Judge, T. A., Bono, J. E. (2001). Relationship of core self-evaluations traits——Self-esteem, generalized self-efficacy, locus of control, and emotional stability——With job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. | ||
| + | |||
| + | Kabat-Farr, D., Cortina, L. M., Marchiondo, L. A. (2018). The emotional aftermath of incivility: Anger, guilt, and the role of organizational commitment. International Journal of Stress Management, 25(2). | ||
| + | |||
| + | Kahya (2009). The effects of job performance on effectiveness. International Journal of Industrial Ergonomics, 39, 96–104. doi:10.1016/j.ergon.2008.06.006 | ||
| + | |||
| + | Khan, L. J., & Morrow, P. C. (1991). Objective and subjective underemployment relationships to job satisfaction. Journal of business research, 22(3), 211-218. | ||
| + | |||
| + | Kim, J., Park, J., Sohn, Y. W., Lim, J. I. (2019). Perceived overqualification, boredom, and extra-role behaviors: Testing a moderated mediation model. Journal of Career Development, 089484531985387. https://doi.org/10.1177/0894845319853879 | ||
| + | |||
| + | Kristof-Brown, A., Zimmerman, R., Johnson, E. (2005). Consequences of individuals’ fit at work: A meta-analysis of person-job, person-organization, person-group, and person-supervisor fit. Personnel Psychology, 58(2), 281–342. https://doi.org/10.1111/j.1744-6570.2005.00672.x | ||
| + | |||
| + | Larson, R. W. (1990). Emotions and the creative process: anxiety, boredom, and enjoyment as predictors of creative writing. Cognition and Personality, 9(4), 275–292. | ||
| + | |||
| + | Lassk, Shepherd (2013). Exploring the relationship between emotional intelligence and salesperson creativity. Journal of Personal Selling and Sales Management, 33, 25–38. doi:10.2753/PSS0885-3134330103 | ||
| + | |||
| + | Lee, Tan, Javalgi (2010). Goal orientation and organizational commitment: Individual difference predictors of job performance. International Journal of Organizational Analysis, 18, 129–150. doi:10.1108/ 19348831011033249 | ||
| + | |||
| + | Li, D., Luo, J., Huang, L. (2013). Study on the relationship between supervisory feedback and employees’ creativity: The mediating effect of psychological capital. East China Economic Management, 27, 121–126. | ||
| + | |||
| + | Li, S., Liao, S. (2017). Help others and yourself eventually: Exploring the relationship between help-giving and employee creativity under the model of perspective taking. Frontiers in Psychology, 8, 1–11. | ||
| + | |||
| + | Li, Y., Feng, Y., Huang, R. (2011). The influence of empowering leadership on employee creativity. Modern Management Science, 8, 114–116. | ||
| + | |||
| + | Liang, C., Hsu, Y., Chang, C. C. (2013). Intrinsic motivation as a mediator on imaginative capability development. Thinking Skills and Creativity, 8, 109–119. | ||
| + | |||
| + | Liao, H., Liu, D., Loi, R. (2010). Looking at both sides of the social exchange coin: A social cognitive perspective on the joint effects of relationship quality and differentiation on creativity. Academy of Management Journal, 53, 1090–1109. | ||
| + | |||
| + | Liden, Wayne, Liao, Meuser (2014). Servant leadership and serving culture: Influence on individual and unit performance. Academy of Management Journal, 57, 1434–1452. doi:10.5465/amj.2013.0034 | ||
| + | |||
| + | Lin, B., Law, K. S., Zhou, J. (2017). Why is underemployment related to creativity and OCB?A task crafting explanation of the curvilinear moderated relations. Academy of Management Journal, 60(1), 156–177. | ||
| + | |||
| + | Liu, S., Luksyte, A., Zhou, L., Shi, J., Wang, M. (2015). Overqualification and counterproductive work behaviors: Examining a moderated mediation model. Journal of Organizational Behavior, 36(2), 250–271. https://doi.org/10.1002/job.1979 | ||
| + | |||
| + | Lobene, E. V., Meade, A. W. (2013). The effects of career calling and perceived overqualification on work outcomes for primary and secondary school teachers. Journal of Career Development, 40(6), 508–530. https://doi.org/10.1177/0894845313495512 | ||
| + | |||
| + | Lobene, E. V., Meade, A. W., Pond III, S. B. (2015). Perceived overqualification: A multi-source investigation of psychological predisposition and contextual triggers. The Journal of Psychology: Interdisciplinary and Applied, 149(7), 684–710. https://doi.org/10.1080/00223980.2014.967654 | ||
| + | |||
| + | Loi, R., Xu, A. J., Chow, C. W. C., Chan, W. W. H. (2020). Linking customer participation to service employees’ work‐to‐family enrichment: The role of job crafting and OBSE. Journal of Occupational and Organizational Psychology, 93(2), 381–404. | ||
| + | |||
| + | London, K. M. (2006). Integrating idea generation and idea evaluation in the study of group creativity: Effects of different group procedures on brainstorming effectiveness and group satisfaction Unpublished doctoral dissertation. Claremont, CA: Claremont University. | ||
| + | |||
| + | Lopez, N. R. (2003). An interactional approach to investigating individual creative performance Unpublished master’s thesis. San Jose, CA: San Jose State University. | ||
| + | |||
| + | Luksyte, A. (2011). How can organizations maximize their overqualified employees potential? Examining organizationally-based strategies (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 3467997). | ||
| + | |||
| + | Luksyte, A., Spitzmueller, C. (2016). When are overqualified employees creative? It depends on contextual factors. Journal of Organizational Behavior, 37(5), 635–653. https://doi.org/10.1002/job.2054 | ||
| + | |||
| + | Luksyte, A., Bauer, T. N., Debus, M. E., Erdogan, B., Wu, C. H. (2020). Perceived overqualification and collectivism orientation: Implications for work and nonwork outcomes. Journal of Management. | ||
| + | |||
| + | Luksyte, A., Spitzmueller, C., Maynard, D. C. (2011). Why do overqualified incumbents deviate? Examining multiple mediators. Journal of Occupational Health Psychology, 16(3), 279–296. https://doi.org/10.1037/a0022709 | ||
| + | |||
| + | Luo, J., Du, C., Huang, L. (2013). The influence of emotional intelligence on employee creativity. Enterprise Economy, 6, 27–42. | ||
| + | |||
| + | Ma, C., Ganegoda, D. B., Chen, G. Z. X., Jiang, X., Dong, C. (2020). Effects of perceived overqualification on career distress and career planning: Mediating role of career identity and moderating role of leader humility. Human Resource Management, 1–16. | ||
| + | |||
| + | Ma, C., Lin, X., Chen, G. Z. X., Wei, W. (2020). Linking perceived overqualification with task performance and proactivity? An examination from self-concept-based perspective. Journal of Business Research, 118, 199–209. | ||
| + | |||
| + | Ma, M. S. (2007). A cross-cultural study: the effects of goal orientations and perceived motivational climates in college physical activity classes (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3280334) | ||
| + | |||
| + | Malik, M., Butt, A. N., Choi, J. N. (2013). Rewards and creativity: Moderating effect of reward importance, locus of control, and self-efficacy. Paper presented at the academy of management conference, Orlando, FL. | ||
| + | |||
| + | Mann, S., Robinson, A. (2009). Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35(2), 243–258. | ||
| + | |||
| + | Masdonati, J., Massoudi, K., Blustein, D. L., & Duffy, R. D. (2022). Moving toward decent work: Application of the psychology of working theory to the school-to-work transition. Journal of Career Development, 49(1), 41-59. | ||
| + | |||
| + | Maynard, Douglas C., Brondolo, E. M., Connelly, C. E., Sauer, C. E. (2015). I’m too good for this job: Narcissism’s role in the experience of overqualification. Applied Psychology-an International Review-Psychologie Appliquee-Revue Internationale, 64(1), 208–232. https://doi.org/10.1111/apps.12031 | ||
| + | |||
| + | Maynard, Douglas Christopher, Joseph, T. A. (2008). Are all part-time faculty underemployed? The influence of faculty status preference on satisfaction and commitment. Higher Education, 55(2), 139–154. https://doi.org/10.1007/s10734-006-9039-z | ||
| + | |||
| + | Maynard, Douglas Christopher, Parfyonova, N. M. (2013). Perceived overqualification and withdrawal behaviours: Examining the roles of job attitudes and work values. Journal of Occupational and Organizational Psychology, 86(3), 435–455. https://doi.org/10.1111/joop.12006 | ||
| + | |||
| + | Maynard, Douglas Christopher, Joseph, T. A., Maynard, A. M. (2006). Underemployment, job attitudes, and turnover intentions. Journal of Organizational Behavior, 27(4), 509–536. https://doi.org/10.1002/job.389 | ||
| + | |||
| + | Miao, Newman, Lamb (2012). Transformational leadership and the work outcomes of Chinese migrant workers: The mediating effects of identification with leader. Leadership, 8, 377–395. doi:10.1177/1742715012444055 | ||
| + | |||
| + | Moss, Ritossa (2007). Occupational embeddedness and job performance. Journal of Organizational Behavior, 30, 863–891. doi:10.1002/job.v30:7 | ||
| + | |||
| + | Mutulu, P. (2013). The effect of perceived external prestige on the relationship between perceived overqualification and both organizational commitment and turnover intention [Doctoral dissertation]. Marmara University. | ||
| + | |||
| + | Naude, M. N. (2015). The development of a measure of work-related underload [Master Thesis]. Colorado State University. | ||
| + | |||
| + | Neff, K. D., Vonk, R. (2010). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77(1), 23–50. | ||
| + | |||
| + | Ng, Feldman (2009). Occupational embeddedness and job performance. Journal of Organizational Behavior, 30, 863–891. doi:10.1002/job.v30:7 | ||
| + | |||
| + | Ng, T. W. H., Feldman, D. C. (2009). Occupational embeddedness and job performance. Journal of Organizational Behavior, 30, 863–891. doi:10.1002/job.v30:7 | ||
| + | |||
| + | Noteborn, G., Carbonell, K. B., Dailey-Hebert, A., Gijselaers, W. (2012). The role of emotions and task significance in virtual education. Internet and Higher Education, 15, 176–183. | ||
| + | |||
| + | Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Research, 71(2), 225–242. | ||
| + | |||
| + | Oh, I., Guay, R. P., Kim, K., Harold, C. M., Lee, J., Heo, C., Shin, K. (2014). Fit happens globally: A meta‐analytic comparison of the relationships of person–environment fit dimensions with work attitudes and performance across East Asia, Europe, and North America. Personnel Psychology, 67(1), 99–152. https://doi.org/10.1111/peps.12026 | ||
| + | |||
| + | Oki, T. A. (2013). Too overqualified to care: The effect of cynicism on overqualification and commitment. Marine Biotechnology, 16(6), 638–656. | ||
| + | |||
| + | Okuyucu, A. A. (2014). Perceived underemployment among the foreign-born: Its outcomes and the moderating role of psychological empowerment and perceived organizational support [Master Thesis]. San Jose State University. | ||
| + | |||
| + | Oldham, Cummings (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39, 607–634. doi:10.2307/256657 | ||
| + | |||
| + | Osborne, D., Smith, H. J., Huo, Y. J. (2012). More than a feeling: Discrete emotions mediate the relationship between relative deprivation and reactions to workplace furloughs. Personality Social Psychology Bulletin, 38(5), 628. | ||
| + | |||
| + | Özdevecioğlu, M., Kaya, Y., Dedeoğlu, T. (2015). The effect of perceived overqualification on employee performance: The mediating role of neuroticism. International Academy of Management and Business Conference. | ||
| + | |||
| + | Pace, Brannick (2010). Improving prediction of work performance through frame-of-reference consistency: Empirical evidence using openness to experience. International Journal of Selection and Assessment, 18, 230–235. doi:10.1111/ | ||
| + | |||
| + | Parker, S. K., Collins, C. G. (2010). Taking stock: Integrating and differentiating multiple proactive behaviors. Journal of Management, 36, 633–662. | ||
| + | |||
| + | Patrick, B. C., Skinner, E. A., Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781–791. | ||
| + | |||
| + | Peiró, J. M., Sora, B., Caballer, A. (2012). Job insecurity in the younger Spanish workforce: Causes and consequences. Journal of Vocational Behavior, 80(2), 444–453. https://doi.org/10.1016/j.jvb.2011.09.007 | ||
| + | |||
| + | Pekrun, R., Elliot, A. J., Maier, M. A. (2009). Achievement goals and achievement emotions: testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135. | ||
| + | |||
| + | Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., Perry, R. P. (2010). Boredom in achievement settings: exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. | ||
| + | |||
| + | Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., Perry, R. P. (2011). Meauring emotions in students’ learning and performance: the achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. | ||
| + | |||
| + | Pekrun, R., Goetz, T., Titz, W., Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: a program of quantitative and qualitative research. Educational Psychologist, 37, 91–105. | ||
| + | |||
| + | Pekrun, R., Hall, N. C., Goetz, R., Perry, R. P. (2014). Boredom and academic achievement: testing a model of reciprocal causation. Journal of Educational Psychology. | ||
| + | |||
| + | Perry, R. P., Hladkyj, S., Pekrun, R. H., Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: a longitudinal field study. Journal of Educational Psychology, 93, 776–789. | ||
| + | |||
| + | Pindek, S., Krajcevska, A., Spector, P. E. (2018). Cyberloafing as a coping mechanism: Dealing with workplace boredom. Computers in Human Behavior, 86, S0747563218302048. | ||
| + | |||
| + | Prabhu, V., Sutton, C., Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20, 53–66. | ||
| + | |||
| + | Qu, R., Shi, K., Gao, L. (2012). When leader-member exchange promotes employee creativity. Paper presented at the international conference on information management, innovation management and industrial engineering, Los Alamitos, CA. | ||
| + | |||
| + | Raja, Johns (2010). The joint effects of personality and job scope on in-role performance, citizenship behaviors, and creativity. Human Relations, 63, 981–1005. doi:10.1177/ 0018726709349863 | ||
| + | |||
| + | Rank, Nelson, Allen, Xu (2009). Leadership predictors of innovation and task performance: Subordinates’ self-esteem and self-presentation as moderators. Journal of Occupational and Organizational Psychology, 82, 465–489. doi:10.1348/096317908X371547 | ||
| + | |||
| + | Reaves (2015). Work creativity as a dimension of job performance | ||
| + | |||
| + | Rego, A., Sousa, F., Marques, C., Cunha, M. P. E. (2012). Retail employees’ self-efficacy and hope predicting their positive affect and creativity. European Journal of Work and Organizational Psychology, 21, 923–945. | ||
| + | |||
| + | Reijseger, G., Schaufeli, W. B., Peeters, M. C., Taris, T. W., Van, B. I., Ouweneel, E. (2013). Watching the paint dry at work: Psychometric examination of the Dutch Boredom Scale. Anxiety Stress Coping, 26(5), 508–525. | ||
| + | |||
| + | Reio Jr, T. G. (2002). The Emotions of Socialization-Related Learning: Understanding Workplace Adaptation as a Learning Process. | ||
| + | |||
| + | Rego, A., Sousa, F., Marques, C., & e Cunha, M. P. (2014). Hope and positive affect mediating the authentic leadership and creativity relationship. Journal of Business research, 67(2), 200-210. | ||
| + | |||
| + | Ren, H., Bolino, M. C., Shaffer, M. A., & Kraimer, M. L. (2013). The influence of job demands and resources on repatriate career satisfaction: A relative deprivation perspective. Journal of World Business, 48(1), 149-159. | ||
| + | |||
| + | Richter, A. W., Hirst, G., van Knippenberg, D., Baer, M. (2012). Creative self-efficacy and individual creativity in team contexts: Cross-level interactions with team informational resources. Journal of Applied Psychology, 97, 1282–1290. | ||
| + | |||
| + | Rodell, J. B., Judge, T. A. (2009). Can “good” stressors spark “bad” behavior?: The mediating role of emotions in links of challenge and hindrance stressors with citizenship and counterproductive behaviors. Journal of Applied Psychology, 94, 1438–1451. | ||
| + | |||
| + | Roh, Y. H., Chang, J. Y., Kim, M. U., Nam, S. K. (2014). The effects of income and skill utilization on the underemployed’s self-esteem, mental health, and life satisfaction. Journal of Employment Counseling, 51(3), 125–141. https://doi.org/10.1002/j.2161-1920.2014.00047.x | ||
| + | |||
| + | Rokitowski, L. (2012). Moderating effects of situational and interpersonal variables on perceived overqualification and job crafting relationships [Master Thesis]. The State University of New York at New Paltz. | ||
| + | |||
| + | Saleem, H., Khan, M. A. (2015). Impact of workplace anger on employee behavioural outcomes: Mediating role of emotional intelligence. Research Journal of Recent Sciences, 4(8), 1–7. | ||
| + | |||
| + | Sánchez-Cardona, I., Vera, M., Martínez-Lugo, M., Rodríguez-Montalbán, R., Marrero-Centeno, J. (2019). When the job does not fit: The moderating role of job crafting and meaningful work in the relation between employees’ perceived overqualification and job boredom. Journal of Career Assessment, 106907271985717. https://doi.org/10.1177/1069072719857174 | ||
| + | |||
| + | Schoen, J. (2012). Utility of implicit personality: Effects of achievement motivation and evaluations on creativity. Paper presented at the academy of management conference, Boston, MA. | ||
| + | |||
| + | Sesen, H., Ertan, S. S. (2020). Perceived overqualification and job crafting: The moderating role of positive psychological capital. Personnel Review, 49(3), 808–824. | ||
| + | |||
| + | Shin, S. J., Kim, T. Y., Lee, J. Y., Bian, L. (2012). Cognitive team diversity and individual team member creativity: A cross-level interaction. Academy of Management Journal, 55, 197–212. | ||
| + | |||
| + | Shipman, A. S. (2011). Leading for creativity: Competing leader influence tactics on creative engagement Unpublished doctoral dissertation. Norman, OK: University of Oklahoma. | ||
| + | |||
| + | Simmons, A. (2006). Organizational justice: A potential facilitator or barrier to individual creativity Unpublished doctoral dissertation. College Station, TX: Texas A&M University. | ||
| + | |||
| + | Simmons, A. L., Payne, S. C., Pariyothorn, M. M. (2014). The role of means efficacy when predicting creative performance. Creativity Research Journal, 26, 53–61. | ||
| + | |||
| + | Simon, L. S., Bauer, T. N., Erdogan, B., Shepherd, W. (2019). Built to last: Interactive effects of perceived overqualification and proactive personality on new employee adjustment. Personnel Psychology, 72(2), 213–240. https://doi.org/10.1111/peps.12297 | ||
| + | |||
| + | Song, W., Gu, Q., Yu, H. (2014). The effects of learning-goal orientation on employee creativity and job performance. Industrial Engineering and Management, 19, 28–34. | ||
| + | |||
| + | Spector, P. E., Fox, S., Penney, L. M., Bruursema, K., Goh, A., Kessler, S. (2006). The dimensionality of counterproductivity: Are all counterproductive behaviors created equal? Journal of Vocational Behavior, 68(3), 446–460 | ||
| + | |||
| + | Spector, P. E., Fox, S., Penney, L. M., Bruursema, K., Goh, A., Kessler, S. (2006). The dimensionality of counterproductivity: Are all counterproductive behaviors created equal? Journal of Vocational Behavior, 68(3), 446–460. | ||
| + | |||
| + | Stavrova, O., Urhahne, D. (2010). Modification of a school programme in the Deutsches museum to enhance students; attitudes and understanding. International Journal of Science Education, 32, 2291–2310. | ||
| + | |||
| + | Stock, R. M. (2016). Understanding the relationship between frontline employee boreout and customer orientation. Journal of Business Research, 69(10), 4259–4268. | ||
| + | |||
| + | Stupnisky, R. H., Perry, R. P., Renaud, R. D., Hladkyj, S. (2013). Looking beyond grades: Comparing self-esteem and perceived academic control as predictors of first-year college students’ well-being. Learning Individual Differences, 23(1), 151–157. | ||
| + | |||
| + | Tamannaeifar, M. R., Motaghedifard, M. (2014). Subjective well-being and its sub-scales among students: The study of role of creativity and self-efficacy. Thinking Skills and Creativity, 12, 37–42. | ||
| + | |||
| + | Tebbe, E. A., Allan, B. A., Bell, H. L. (2018). Work and well-being in TGNC adults: The moderating effect of workplace protections. Journal of Counseling Psychology, 66(1), 1. https://doi.org/10.1037/cou0000308 | ||
| + | |||
| + | Thøgersen-Ntoumani, C., Ntoumanis, N., Cumming, J., Bartholomew, K. J. (2011). Can self-esteem protect against the deleterious consequences of self-objectification for mood and body satisfaction in physically active female university students? Journal of Sport Exercise Psychology, 33(2), 289. | ||
| + | |||
| + | Tierney, P., Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137–1148. | ||
| + | |||
| + | Tierney, P., Farmer, S. M. (2004). The Pygmalion process and employee creativity. Journal of Management, 30, 413–432. | ||
| + | |||
| + | Tierney, P., Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96, 277–293. | ||
| + | |||
| + | Tierney, P., Farmer, M., Graen, G. B. (1999). An examination of leadership and employee creativity: The relevance of traits and relationships. Personnel Psychology, 52, 591–620. | ||
| + | |||
| + | Triana, M. del C., Trzebiatowski, T., Byun, S.-Y. (2017). Lowering the threshold for feeling mistreated: Perceived overqualification moderates the effects of perceived age discrimination on job withdrawal and somatic symptoms. Human Resource Management, 56(6), 979–994. https://doi.org/10.1002/hrm.21812 | ||
| + | |||
| + | Tuna, C., Aye Begüm Otken. (2014). Organization-based self-esteem as a moderator of the relationship between employee dissent and turnover intention. Procedia - Social and Behavioral Sciences, 150, 404–412. | ||
| + | |||
| + | Tze, M. C. (2011). Investigating academic boredom in Canadian and Chinese students (Master’s thesis). Retrieved from https://era.library.ualberta.ca/public/view/item/uuid:09ca4fc1-8229-4a6a-acdff4bf74ae7d44. Accessed 10 June 2012. | ||
| + | |||
| + | Tze, V. M. C., Daniels, L. M. (2013) [Precursors to boredom]. Unpublished raw data. | ||
| + | |||
| + | Tze, V. M. C., Klassen, R. M., Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary of Educational Psychology, 39, 175–187. | ||
| + | |||
| + | Van Hooff, M. L. M., Van Hooft, E. A. J. (2014). Boredom at work: Proximal and distal consequences of affective work-related boredom. J Occup Health Psychol, 19(3), 348–359. | ||
| + | |||
| + | Wang, C. J., Tsai, H. T., Tsai, M. T. (2014). Linking transformational leadership and employee creativity in the hospitality industry: The influences of creative role identity, creative self-efficacy, and job complexity. Tourism Management, 40, 79–89. | ||
| + | |||
| + | Wang, Chiang, Tsai, Lin, Cheng (2013). Gender makes the difference: The moderating role of leader gender on the relationship between leadership styles and subordinate performance. Organizational Behavior and Human Decision Processes, 122, 101–113. doi:10.1016/j.obhdp.2013.06.001 | ||
| + | |||
| + | Wang, D., Zhao, Y. (2011). Job autonomy, skill variety and employee creativity: A moderating-effect model based on personality characteristics. Journal of Business Economics, 240, 43–50. | ||
| + | |||
| + | Wang, G., Ma, X. (2013). The effect of psychological climate for innovation on salespeople’s creativity and turnover intention. Journal of Personal Selling Sales Management, 33, 373–388. doi:10.2753/PSS0885-3134330402 | ||
| + | |||
| + | Wang, S. H. (2009). Thinking outside of the box when the box is missing: Examining the curvilinear relation between role ambiguity and creativity Unpublished doctoral dissertation. Urbana-Champaign, IL: University of Illinois Urbana Champaign. | ||
| + | |||
| + | Wang, S., Peng, Z. (2013). Study on the influence of new employee feedback seeking on innovative behavior. Management Review, 25, 156–164. | ||
| + | |||
| + | Wang, Z., Xu, S., Sun, Y., Liu, Y. (2019). Transformational leadership and employee voice: An affective perspective. Frontiers of Business Research in China, 13(1), 2. https://doi.org/10.1186/s11782-019-0049-y | ||
| + | |||
| + | Wassermann, M., Fujishiro, K., & Hoppe, A. (2017). The effect of perceived overqualification on job satisfaction and career satisfaction among immigrants: Does host national identity matter?. International Journal of Intercultural Relations, 61, 77-87. | ||
| + | |||
| + | Watt, A. H. (2007). The impact of managerial virtuality on employee performance. Manhattan, NY: Rensselaer Polytechnic Institute | ||
| + | |||
| + | Weymer, A. S. Q., & Maciel, C. D. O. (2014). The influence of the Overqualification and Learning on Individuals’ job Satisfaction. Revista Brasileira de Gestão de Negócios, 16, 96-109. | ||
| + | |||
| + | Wigert, B. G. (2013). The influence of divergent and convergent problem construction process on creative problem solving Unpublished doctoral dissertation. Lincoln, NE: University of Nebraska. | ||
| + | |||
| + | Wu, C.-H., Luksyte, A., Parker, S. K. (2015). Overqualification and subjective well-being at work: The moderating role of job autonomy and culture. Social Indicators Research, 121(3), 917–937. https://doi.org/10.1007/s11205-014-0662-2 | ||
| + | |||
| + | Yang, F., Zhang, L. (2012). Effects of team communication and job insecurity climate on innovative behavior: The moderating role of creative self-efficacy. Acta Psychologica Sinica, 44, 1383–1401. | ||
| + | |||
| + | Yao, Y., Yan, Q., Du, M. (2014). The effect of leader feedback providing on subordinates’ innovative behavior. Science Technology Progress and Policy, 31, 149–154. | ||
| + | |||
| + | Ye, X., Li, L., Tan, X. (2017). Organizational support: Mechanisms to affect perceived overqualification on turnover intentions: A study of chinese repatriates in multinational enterprises. Employee Relations, 39(7), 918–934. https://doi.org/10.1108/ER-11-2016-0213 | ||
| + | |||
| + | Yost, A. B., Behrend, T. S., Howardson, G., Darrow, J. B., Jensen, J. M. (2018). Reactance to electronic surveillance: A test of antecedents and outcomes. Journal of Business Psychology, 7, 1–16. | ||
| + | |||
| + | Yu Frankel (2013). Explaining task performance and creativity from perceived organizational support theory: Which mechanisms are more important? Journal of Organizational Behavior, 34, 1165–1181. doi:10.1002/job.1844 | ||
| + | |||
| + | Yu, M., Gu, Q., Zhu, A. (2014). Employee-organization relationship and innovative behavior: A moderated mediation model. R&D Management, 26, 140–146. | ||
| + | |||
| + | Yunlu, D. G. (2013). An integrated view of personal, relational, and organizational resources: How they ignite creative behavior at work Unpublished doctoral dissertation. Milwaukee, WI: University of Wisconsin – Milwaukee. | ||
| + | |||
| + | Zhang Bartol (2010b). The influence of creative process engagement on employee creative performance and overall job performance. Journal of Applied Psychology, 95, 826–873. | ||
| + | |||
| + | Zhang, H., Kwan, H. K., Zhang, X., Wu, L. Z. (2012). High core self-evaluators maintain creativity: A motivational model of abusive supervision. Journal of Management, 4, 1151–1174. | ||
| + | |||
| + | Zhang, H., Lu, R., Jiang, J. (2012). Study on the effect of self-leadership on employee’s innovation behavior in service enterprise. R&D Management, 94–103. | ||
| + | |||
| + | Zhang, J., Fan, Y., Yu, W. (2014). Employee creativity: A rational cognitive perspective. Science of Science and Management of Science and Technology, 35, 138–150. | ||
| + | |||
| + | Zhang, M. J., Law, K. S., Lin, B. (2016). You think you are big fish in a small pond? Perceived overqualification, goal orientations, and proactivity at work. Journal of Organizational Behavior, 37(1), 61–84. https://doi.org/10.1002/job.2024 | ||
| + | |||
| + | Zhang, X., Zhou, J. (2014). Empowering leadership, uncertainty avoidance, trust, and employee creativity: Interaction effects and a mediating mechanism. Organizational Behavior and Human Decision Processes, 124, 150–164. | ||
| + | |||
| + | Zhang, Y., Li, Y. (2011). Leadership style, psychological empowerment, and employee creativity. Science Technology Progress and Policy, 28, 140–146. | ||
| + | |||
| + | Zhang, Y., Long, L. (2013). The impact of pay for performance on employees’ creativity: Moderating effect of person-job fit and mediating effect of creative self-efficacy. Acta Psychologica Sinica, 44, 1383–1401. | ||
| + | |||
| + | Zhang, Y., Lepine, J. A., Buckman, B. R., Wei, F. (2014). It’s Not Fair . . . Or Is It? The role of justice and leadership in explaining work stressor-job performance relationships. Academy of Management Journal, 57, 675–697. doi:10.5465/amj.2011.1110 | ||
| + | |||
| + | Zhen, Aryee (2007). Delegation of work outcomes: An examination of the cultural context of mediating processes in China. Academy of Management Journal, 50, 226– 238. doi:10.5465/AMJ.2007.24162389 | ||
| + | |||
| + | Zheng, B., Wang, Z. (2017). Perceived overqualification and its outcomes: The moderating role of organizational learning. Social Behavior and Personality: An International Journal, 45(10), 1675–1690. https://doi.org/10.2224/sbp.6349 | ||
| + | |||
| + | Zhou, H., Long, L. (2011). Effects of job insecurity and creative self-efficacy on employees’ creativity. Acta Psychologica Sinica, 43, 929–940. | ||
| + | |||
| + | Zhu, X., Peng, F. (2012). Facilitating employee creativity: The role of social exchange relationship quality. Paper presented at the academy of management conference, Boston, MA. | ||
| + | |||
| + | 曹焱. (2017). 资质过高感知、知识共享与团队绩效的关系研究 (硕士学位论文). 武汉科技大学. | ||
| + | |||
| + | 陈洪安, 黄一帆, 臧文佩. (2018). 资质过剩与组织公民行为的关系研究——基于角色效能感的中介效应. 安徽师范大学学报:自然科学版, 41(6), 5-12+45. | ||
| + | |||
| + | 陈明淑, 向琴. (2019). 资质过高感与员工创造力:反馈寻求行为与组织创造力支持感的作用. 中国人力资源开发, 36(9), 6-17,104. | ||
| + | |||
| + | 陈佩,徐渊 石伟.(2019).服务业员工个人-组织匹配对组织公民行为的影响:有调节的中介模型. 心理科学(02),407-414. | ||
| + | |||
| + | 陈晓. (2018). 排斥还是接纳：资质过剩感的人际理论模型研究. (博士学位论文). 华中科技大学. | ||
| + | |||
| + | 陈晓燕. (2016). 员工资质过高对工作绩效的影响——组织支持感的调节效应 (硕士学位论文). 内蒙古农业大学. | ||
| + | |||
| + | 陈颖媛, 邹智敏, 潘俊豪. (2017). 资质过剩感影响组织公民行为的情绪路径. 心理学报, 49(1), 72–82. | ||
| + | |||
| + | 陈雨薇. (2016). 资质过剩感知对员工越轨行为的影响机制研究 (硕士学位论文). 暨南大学. | ||
| + | |||
| + | 程豹, 周星, 郭功星. (2019). 资质过剩感知影响员工职业满意度的认知路径. 经济管理, 41(2), 107–121. | ||
| + | |||
| + | 邓绍敏. (2019). 资质过剩感知对组织网络偏离行为的影响研究 (硕士学位论文). 武汉科技大学. | ||
| + | |||
| + | 丁秀玲,王慧 赵李晶. (2019). 员工资质过剩的成因、影响及管理策略——高质量发展语境的审视. 江海学刊 (02),238-242. | ||
| + | |||
| + | 范盈盈.(2014). 个体—组织匹配对员工创新行为的影响研究(硕士学位论文). 湖南大学. | ||
| + | |||
| + | 高则锋.(2017). 高校教师个人—环境匹配对个体创新行为的影响(硕士学位论文). 延边大学. | ||
| + | |||
| + | 葛晶晶. (2016). 常规与非常规工作状态下领导者激励模式的心理机制研究 (博士学位论文). 哈尔滨工业大学. | ||
| + | |||
| + | 耿丽媛. (2017). 资质过剩感知对员工沉默行为的影响研究 (硕士学位论文). 东北财经大学. | ||
| + | |||
| + | 郭腾飞, 田艳辉, 刘瑞瑞, 王明辉. (2015). 知识型员工资质过高感知对其知识分享行为和情感承诺的影响机制. 软科学, 29(3), 88–92. | ||
| + | |||
| + | 郭腾飞,田艳辉,刘瑞瑞 王明辉.(2015).知识型员工资质过高感知对其知识分享行为和情感承诺的影响机制. 软科学(03),88-92. | ||
| + | |||
| + | 韩浩. (2019). 资质过剩感对员工主动性创新行为的影响机制研究 (硕士学位论文). 华中师范大学. | ||
| + | |||
| + | 何伟怡, 张梦桃. (2020). 资质过剩、心理距离与员工创新行为:企业社会责任的跨层调节作用. 科技进步与对策, 37(8), 144–152. | ||
| + | |||
| + | 黄泽群, 颜爱民, 陈世格, 徐婷. (2019). 资质过高感对员工敬业度的影响:组织自尊和高绩效工作系统的作用. 中国人力资源开发, 36(9), 18–31. | ||
| + | |||
| + | 简珊雅. (2019). 社会比较倾向和资质过剩感对反生产行为的影响：工作满意度和心理特权的作用 . (硕士学位论文). 闽南师范大学) | ||
| + | |||
| + | 金玲玲.(2012).个人—组织匹配、情感承诺和组织公民行为的关系研究(硕士学位论文). 苏州大学. | ||
| + | |||
| + | 李珲, 丁刚. (2019). 资质过剩对新生代员工创新绩效的作用机理——工作塑造的中介作用与职业延迟满足的调节效应. 技术经济与管理研究 (6), 3–9). | ||
| + | |||
| + | 李佳琪. (2018). 资质过剩感知与关系绩效的相关研究 (硕士学位论文). 东北财经大学. | ||
| + | |||
| + | 李建定.(2015).人—岗匹配对组织公民行为影响的研究(硕士学位论文). 哈尔滨工业大学. | ||
| + | |||
| + | 李锡元, 舒熳, 孔靓. (2018). 目标导向对资质过剩感消极结果的调节作用. 软科学, 32(2), 111–114. | ||
| + | |||
| + | 李瑛丽. (2020). 资质过剩感对组织报复行为的影响——一个有调节的中介模型 (硕士学位论文). 西北师范大学. | ||
| + | |||
| + | 梁昊, 李锡元, 舒熳. (2019). 资质过剩对员工创新行为的影响——一个跨层的调节模型. 软科学, 33(2), 122–125. | ||
| + | |||
| + | 刘娇. (2018). 基于资质过剩感知的知识型员工创新绩效的影响研究. 创新创业理论研究与实践, 1(23), 11–15. | ||
| + | |||
| + | 刘金菊, 席燕平. (2016). 员工资质过高感与工作退缩行为的关系：心理授权的调节作用. 中国人力资源开发 (15), 73-78,96. | ||
| + | |||
| + | 刘金菊, 孙健敏, 张瑞娟. (2014). 组织中员工资质过高感对工作绩效的影响——社会交换关系的调节作用. 中国人力资源开发 (15), 33–41. | ||
| + | |||
| + | 刘巨钦, 宗博强. (2019). 职场排斥与员工建言行为：组织自尊的 中介效应和主动性人格的调节效应. 首都经济贸易大学学报, 21(4), 65–73. | ||
| + | |||
| + | 刘丽华.(2020).匹配视角下高绩效工作系统对组织公民行为的影响:心理授权的调节作用. 暨南学报(哲学社会科学版)(01),31-42. | ||
| + | |||
| + | 刘培琪, 刘兵, 李嫄. (2018). 授权型领导对知识型员工知识分享意愿的影响——基于社会信息加工的视角. 技术经济, 37(7), 81-87,98. | ||
| + | |||
| + | 刘瑞瑞. (2011). 员工资质过高感知的内容结构及其相关研究 (硕士学位论文). 河南大学. | ||
| + | |||
| + | 刘艳. (2019). 资质过剩感知对知识分享行为的影响研究 (硕士学位论文). 江西师范大学. | ||
| + | |||
| + | 刘祯.(2013).个人—组织契合与反生产行为的关系研究(博士学位论文). 华南理工大学. | ||
| + | |||
| + | 鹿贝贝.(2015).个人—组织契合对反生产行为的影响机制研究(硕士学位论文). 吉林大学. | ||
| + | |||
| + | 马蓓, 胡蓓, 侯宇. (2018). 资质过高感对员工创造力的U型影响——能力面子压力的中介作用. 南开管理评论, 21(05), 152–163. | ||
| + | |||
| + | 马春来. (2018). 组织成员资质过高与退缩行为——心理授权的调节作用. 领导科学 (5), 42–44. | ||
| + | |||
| + | 马乐. (2018). 资质过高感知对员工建言行为的影响——一个有调节的中介模型 (硕士学位论文). 上海师范大学. | ||
| + | |||
| + | 齐涛.(2018).知识员工个人—组织匹配对创新行为的影响：工作投入的中介效应与工作重塑的调节效应(硕士学位论文). 深圳大学. | ||
| + | |||
| + | 沈国榕.(2019).个人-组织匹配与员工创造力的关系研究(硕士学位论文). 北京外国语大学. | ||
| + | |||
| + | 石冠峰, 姚波兰, 赵婉莹. (2019). 员工资质过高感对建言的影响——遵从权威、前摄型人格的调节. 领导科学 (14), 59–62. | ||
| + | |||
| + | 苏伟琳, 林新奇. (2019). 建设性上级反馈对员工组织自尊与建言行为的影响机制. 技术经济, 8, 119–126. | ||
| + | |||
| + | 汪荟萃. (2020). 资质过剩与知识共享意愿的关系——PIS 与领导发展性反馈的作用 (硕士学位论文). 安徽大学. | ||
| + | |||
| + | 汪鲁斌. (2017). 资质过剩感与员工建言：领导征询的作用 (硕士学位论文). 苏州大学. | ||
| + | |||
| + | 汪群.(2017).多重匹配视角下员工组织公民行为研究(硕士学位论文). 西南政法大学. | ||
| + | |||
| + | 王爱华.(2017).个人—组织匹配对员工创造力的作用机制研究(硕士学位论文). 石河子大学. | ||
| + | |||
| + | 王朝晖. (2018). 大材小用的员工如何发挥创造力?——愤怒、创造自我效能和调节定向的作用. 研究与发展管理, 30(05), 92–103. | ||
| + | |||
| + | 王朝晖. (2019a). 员工资质过剩感与创新行为关系研究:社会认知理论的视角. 科技与经济, 32(3). | ||
| + | |||
| + | 王朝晖. (2019b). 员工资质过剩感与越轨创新——基于悖论视角的链式中介关系研究. 经济经纬, 36(05), 128–134. | ||
| + | |||
| + | 王朝晖. (2020). 资质过剩感与个人-组织匹配的耦合对主动式创造力的影响机制. 科学学与科学技术管理, 41(7), 139–155. | ||
| + | |||
| + | 王弘钰, 万鹏宇, 张振铎. (2020). 资质过剩感、证明目标导向与越轨创新:未来关注的视角. 商业经济与管理 (02), 45–55. | ||
| + | |||
| + | 王慧. (2019). 资质过剩影响主动性行为的研究 (硕士学位论文). 南京财经大学. | ||
| + | |||
| + | 王萍, 王玉峰, 王树进. (2020). 资质过高感对员工离职意愿的影响机制研究. 福建茶叶, 42(01), 69–71. | ||
| + | |||
| + | 王生斌.(2018).民族地区旅游业个人-组织契合对服务导向公民行为的影响研究. 商业研究(07),33-39. | ||
| + | |||
| + | 王雁飞 朱瑜.(2012).组织社会化与员工行为绩效——基于个人—组织匹配视角的纵向实证研究. 管理世界(05),109-124. | ||
| + | |||
| + | 王莹.(2019).个人—组织匹配对员工创新行为的影响研究(硕士学位论文). 广西科技大学. | ||
| + | |||
| + | 王子婧.(2018).个人—组织价值观匹配与员工创新行为的关系研究(硕士学位论文). 内蒙古财经大学. | ||
| + | |||
| + | 翁鑫浩. (2020). 资质过剩感对员工建言行为的影响——以组织支持感为调节变量 (硕士学位论文). 浙江师范大学. | ||
| + | |||
| + | 吴江. (2019). 体面劳动、组织自尊与员工创新行为——基于劳动权益保障和组织创新奖励视角. 预测, 38(6), 39–44. | ||
| + | |||
| + | 夏麟顗. (2018). 基于JD-R三维模型的企业员工工作场所拖延研究——组织自尊的调节作用 (硕士学位论文). 重庆大学. | ||
| + | |||
| + | 校锐. (2018). 情绪管理视角下资质过剩对组织公民行为的作用机制分析. 领导科学 (17), 33–35. | ||
| + | |||
| + | 谢文心, 杨纯, 周帆. (2015). 资质过剩对员工工作形塑行为关系的研究–工作疏离感与心理弹性的作用. 科学学与科学技术管理 (2), 149–160. | ||
| + | |||
| + | 谢文心. (2015). 资质过剩感知对员工组织公民行为影响的研究. 浙江大学. | ||
| + | |||
| + | 许瑞冰. (2020). 资质过剩对主动行为的“双刃剑”效应——基于主动行为动机过程的研究 (硕士学位论文). 山东大学. | ||
| + | |||
| + | 杨茜.(2016).个人组织匹配、内在动机与员工创新行为的关系研究(硕士学位论文). 山西财经大学. | ||
| + | |||
| + | 杨英.(2011).人—组织匹配、心理授权与员工创新行为关系研究(博士学位论文). 吉林大学. | ||
| + | |||
| + | 姚波兰. (2019). 员工资质过高感对创新行为的作用机制研究 (硕士学位论文). 石河子大学. | ||
| + | |||
| + | 姚如双. (2018). 资质过剩感对员工创造力影响机制研究 (博士学位论文). 华南理工大学. | ||
| + | |||
| + | 应莺. (2019). 职场排斥对建言行为的影响研究——基于自我保护模型与印象管理理论 (硕士学位论文). 浙江工商大学. | ||
| + | |||
| + | 余璇, 陈维政. (2016). 整体公平感与员工工作场所行为:组织信任和组织自尊的不同作用. 华东经济管理, 30(3), 131–135. | ||
| + | |||
| + | 袁凌, 曹洪启, 张磊磊. (2018). 资质过高感对员工知识共享行为的影响:一个被调节的中介模型. 科技进步与对策, 35(22), 131–137. | ||
| + | |||
| + | 袁野. (2019). 资质过剩对员工创新行为的影响机制研究 (硕士学位论文). 山西财经大学. | ||
| + | |||
| + | 张宏.(2020).个人—组织价值观匹配对员工创新行为的影响研究(硕士学位论文). 云南财经大学. | ||
| + | |||
| + | 张建平, 刘善仕, 李焕荣. (2020). 资质过剩感知与员工内部创业的曲线关系及作用机制研究. 管理学报, 17(6), 75–84. | ||
| + | |||
| + | 张姣姣.(2018).资质过剩感对工作重塑行为的影响机制研究(硕士学位论文). 深圳大学. | ||
| + | |||
| + | 张丽.(2013).人—环境匹配对知识型员工反生产行为影响的实证研究(硕士学位论文). 东北大学. | ||
| + | |||
| + | 张琳.(2015).个人—组织匹配对员工创新行为的影响研究(硕士学位论文). 浙江大学. | ||
| + | |||
| + | 张舒雅.(2019).人岗匹配与组织公民行为的关系研究——基于组织公平感的中介作用. 现代商业(03),102-103. | ||
| + | |||
| + | 张亚军, 尚古琦, 张军伟, 周芳芳. (2019). 资质过剩感与员工工作绩效:心理权利的视角. 管理评论, 31(12), 194–206. | ||
| + | |||
| + | 张艳. (2018). 资质过剩感与员工建言行为：一个认知情绪的双路径模型 (硕士学位论文). 华中师范大学. | ||
| + | |||
| + | 张永军, 于瑞丽, 魏炜. (2016). 挑战性-阻断性压力与创造力:情绪的中介作用. 华东经济管理, 30(01), 156–161. | ||
| + | |||
| + | 张永军. (2015). 伦理型领导对员工反生产行为的影响：基于组织的自尊的中介检验. 中国管理科学, 23, 645–649. | ||
| + | |||
| + | 赵琛徽, 陈兰兰, 陶敏. (2019). 服务行业员工资质过剩感知对情绪劳动的影响——组织自尊的中介与心理授权的调节, 41(1), 89–105. | ||
| + | |||
| + | 赵恒春 彭青.(2020).企业员工资质过剩感对工作投入的影响研究——基于工作成就感和公平敏感性的作用机制. 郑州大学学报(哲学社会科学版)(02),67-72+127. | ||
| + | |||
| + | 赵李晶, 张正堂, 宋锟泰. (2018). 资质过剩对员工建言行为的影响机制研究——内部人身份认知和心理特权的作用.经济经纬35(6), 101–106. | ||
| + | |||
| + | 赵李晶, 张正堂, 宋锟泰, 陈钰瑶. (2019). 基于资源保存理论的资质过剩与员工时间侵占行为关系研究. 管理学报 , 16 (4), 506–513. | ||
| + | |||
| + | 赵李晶,张正堂,宋锟泰 陈钰瑶.(2019).基于资源保存理论的资质过剩与员工时间侵占行为关系研究. 管理学报(04),506-513. | ||
| + | |||
| + | 赵申苒, 高冬东, 唐铮, 李宗波, 王明辉. (2015). 员工资质过高感知对其创新行为和工作满意度的影响机制. 38 (2), 433–438. | ||
| + | |||
| + | 赵素芳, 王才, 周文斌. (2019). 绿色人力资源管理实践感知、资质过高感与员工绿色行为.科技进步与对策, 36(16), 133–139. | ||
| + | |||
| + | 肇玲. (2017). 资质过高感知对员工建言的影响研究 (硕士学位论文). 东北财经大学. | ||
| + | |||
| + | 周晔, 黄旭, 谢五届. (2020). 资质过剩感会激发员工建言吗?——基于公平启发视角. 管理评论, 32(8), 1–12. | ||
| + | |||
| + | 朱潜力. (2018). 国有企业员工资质过剩、心理可得性与创新行为的关系研究 (硕士学位论文). 重庆大学.</pre> | ||
2022年8月15日 (一) 11:15的最新版本
文章信息
杨伟文 李超平. 资质过剩感对个体绩效的作用效果及机制：基于情绪-认知加工系统与文化情境的元分析研究. 心理学报, 53(5)，527-554
全文下载：http://journal.psych.ac.cn/xlxb/CN/10.3724/SP.J.1041.2021.00527
文章数据
文章R代码
#加载安装包。如果没有安装，请自行安装。安装方法见：http://www.obhrm.net/index.php/R
library(psychmeta)
library(tidyr)
library(magrittr)
library(dplyr)
library(tidyverse)
library(rio)
library(metaSEM)
library(plyr)
library(meta)
library(psych)
setwd("D:\\") #请将2021MetaPOQ.xlsx放在D盘根目录下，如果放在其他目录下，请在此做相应调整。
################## 全部数据准备 ######################
data <- import("2021MetaPOQ.xlsx")
correct_main <- correct_r(correction = c("meas", "uvdrr_x", "uvdrr_y", "uvirr_x",
"uvirr_y", "bvdrr", "bvirr"),
rxyi = data$rxy, ux = 1, uy = 1,
rxx = data$rxx,
ryy = data$ryy, ux_observed = TRUE, uy_observed = TRUE,
rxx_restricted = TRUE, rxx_type = "alpha", k_items_x = NA,
ryy_restricted = TRUE, ryy_type = "alpha", k_items_y = NA,
sign_rxz = 1, sign_ryz = 1, n = NULL, conf_level = 0.95,
correct_bias = FALSE)
data$rtp = correct_main[["correlations"]][["rtp"]]
orig.data <- subset(data.frame(data, correct_main$correlations), rtp <1)
# 此处获取研究样本信息
k.article <- length(unique(paste(orig.data$author, orig.data$title)))
k.inde.sample <- length(unique(orig.data$id))
k.eff.size <- nrow(unique(data.frame(orig.data$title, orig.data$rxy, orig.data$x, orig.data$y)))
sample.size <- unique(data.frame(orig.data$title, orig.data$n))
n.sample.size <- as.vector(sample.size$orig.data.n)%>%sum
descr <- data.frame(c("文献", "独立样本", "效应值", "样本规模"),
c(k.article, k.inde.sample, k.eff.size, n.sample.size))%>%
set_colnames(c("类型", "数量"))
descr
#### 1………………直接效应分析………………####
#### 发表偏倚检验 ####
d <- subset(orig.data, orig.data$x.frame.all == "资质过剩感")
d$zr <- 0.5*log((1+d$rxy)/(1-d$rxy))
zr <- split(d$zr, d$y.coding.t)
n <- split(d$n, d$y.coding.t)
t <- list()
for (i in 1:length(n)){
t[[i]] <- zr[[i]]*sqrt(n[[i]]-3)
i = i + 1}
nfs <- vector()
for (i in 1:length(zr)){
nfs[[i]] <- abs(round(sum(t[[i]])^2/2.706 - length(zr[[i]])))
i = i + 1}
final.nfs = data.frame(names(zr),nfs) %>% set_colnames(c("name", "nfs"))
zr.t <- split(d$zr, d$y.frame.all)
n.t <- split(d$n, d$y.frame.all)
for (i in 1:length(n.t)){
t[[i]] <- zr.t[[i]]*sqrt(n.t[[i]]-3)
i = i + 1}
nfs <- vector()
for (i in 1:length(zr.t)){
nfs[[i]] <- abs(round(sum(t[[i]])^2/2.706 - length(zr.t[[i]])))
i = i + 1}
final.nfs.t = data.frame(names(zr.t),nfs)%>% set_colnames(c("name", "nfs"))
nfs = rbind(final.nfs, final.nfs.t)
order <- data.frame(c("消极情绪", "愤怒", "无聊",
"积极自我概念", "一般效能感", "其他效能感", "一般自尊", "基于组织的自尊",
"消极行为", "反生产行为", "离职意愿",
"积极行为", "创新", "工作重塑", "建言", "前瞻行为",
"知识共享", "组织公民行为", "任务绩效")) %>% set_colnames("order")
t.nfs = left_join(order, nfs, by=c("order"="name"))
#### 主要变量直接效应 ####
main_r <- ma_r(rxyi = orig.data$rxy, n = orig.data$n,
sample_id = orig.data$id, citekey = orig.data$id,
construct_x = orig.data$x.frame.all,
construct_y = orig.data$y.frame.all,
moderators = orig.data$y.coding.t,
data = orig.data)
main_rho <- ma_r(rxyi = orig.data$rtp, n = orig.data$n,
sample_id = orig.data$id, citekey = orig.data$id,
construct_x = orig.data$x.frame.all,
construct_y = orig.data$y.frame.all,
moderators = orig.data$y.coding.t,
data = orig.data)
# 此处获取 %Var 信息
hetero <- heterogeneity(main_rho)%>%get_heterogeneity
data.hetero = data.frame(matrix(NA, nrow = length(hetero), ncol=2))
names(data.hetero) = c("id","var")
data.hetero$id = colnames(sapply(hetero, function(x) x[[1]]))
data.hetero$var = sapply(hetero, function(x) x[[1]]$percent_var_accounted[[1]])
#### 主效应分析表制作 ####
main_r <- main_r %>% summary %>% get_metatab
main_rho <- main_rho %>% summary %>% get_metatab
maineffects <- data.frame(main_r$analysis_id,
main_r$construct_x,
main_r$construct_y,
main_r$`orig.data$y.coding.t`,
main_r$k, main_r$N,
round(cbind(main_r$mean_r, main_r$sd_r,
main_rho$mean_r,main_rho$sd_r),2),
paste("[", round(main_rho$CI_LL_95, 2), ", ",
round(main_rho$CI_UL_95, 2), "]"),
paste("[", round(main_rho$CR_LL_80, 2), ", ",
round(main_rho$CR_UL_80, 2),"]"),
data.hetero) %>%
set_colnames(c("id", "x", "y", "dim", "k", "n",
"r", "SD_r","rho", "SD_rho",
"95% CI", "80% CV",
"var%"))
main.poq <- subset(maineffects, maineffects$x == "资质过剩感" &
maineffects$y != "个人工作匹配"&
maineffects$y != "个人组织匹配"&
maineffects$y != "健康"&
maineffects$y != "对工作的态度"&
maineffects$y != "对组织的态度")
main.poq$`5k+10` = main.poq$k * 5 + 10
maineffects.poq = left_join(main.poq, t.nfs, by=c("dim"="order")) %>%
left_join(t.nfs, by=c("y"="order")) %>% unique
mainpoq <- data.frame(maineffects.poq[, c(3:7,9:12)],
round(unlist(maineffects.poq$`var%`),2),
maineffects.poq[, 14:16])%>%set_colnames(
c("y", "dim", "k", "n", "r", "rho",
"SD_rho", "95%CI", "80%CV",
"var", "5k+10", "nfs.dim", "nfs.all"))
write.csv(mainpoq, file = "Table1_poq直接效应及发表偏倚检验.csv") #表1
maineffects$word <- paste("(", maineffects$r,", ", maineffects$rho, ")","\n",
"(", maineffects$k,", ", maineffects$n, ")","\n",
maineffects$`95% CI`,"\n",
maineffects$`80% CV`)
#### 2………………中介效应检验………………####
#### 数据准备：全模型数据 ####
varnames <- c("POQ","NE", "PS", "NB", "PB", "JP")
poq.ne <- subset(maineffects, maineffects$x == "资质过剩感" &
maineffects$y == "消极情绪" &
maineffects$dim == "All Levels")
poq.ps <- subset(maineffects, maineffects$x == "资质过剩感" &
maineffects$y == "积极自我概念" &
maineffects$dim == "All Levels")
poq.nb <- subset(maineffects, maineffects$x == "资质过剩感" &
maineffects$y == "消极行为" &
maineffects$dim == "All Levels")
poq.pb <- subset(maineffects, maineffects$x == "资质过剩感" &
maineffects$y == "积极行为" &
maineffects$dim == "All Levels")
poq.jp <- subset(maineffects, maineffects$x == "资质过剩感" &
maineffects$y == "任务绩效" &
maineffects$dim == "All Levels")
ne.ps <- subset(maineffects, (maineffects$x == "消极情绪" &
maineffects$y == "积极自我概念" &
maineffects$dim == "All Levels")|
(maineffects$y == "消极情绪" &
maineffects$x == "积极自我概念" &
maineffects$dim == "All Levels"))
ne.nb <- subset(maineffects, (maineffects$x == "消极情绪" &
maineffects$y == "消极行为" &
maineffects$dim == "All Levels")|
(maineffects$y == "消极情绪" &
maineffects$x == "消极行为" &
maineffects$dim == "All Levels"))
ne.pb <- subset(maineffects, (maineffects$x == "消极情绪" &
maineffects$y == "积极行为" &
maineffects$dim == "All Levels")|
(maineffects$y == "消极情绪" &
maineffects$x == "积极行为" &
maineffects$dim == "All Levels"))
ne.jp <- subset(maineffects, (maineffects$x == "消极情绪" &
maineffects$y == "任务绩效" &
maineffects$dim == "All Levels")|
(maineffects$y == "消极情绪" &
maineffects$x == "任务绩效" &
maineffects$dim == "All Levels"))
ps.nb <- subset(maineffects, (maineffects$x == "积极自我概念" &
maineffects$y == "消极行为" &
maineffects$dim == "All Levels")|
(maineffects$y == "积极自我概念" &
maineffects$x == "消极行为" &
maineffects$dim == "All Levels"))
ps.pb <- subset(maineffects, (maineffects$x == "积极自我概念" &
maineffects$y == "积极行为" &
maineffects$dim == "All Levels")|
(maineffects$y == "积极自我概念" &
maineffects$x == "积极行为" &
maineffects$dim == "All Levels"))
ps.jp <- subset(maineffects, (maineffects$x == "积极自我概念" &
maineffects$y == "任务绩效" &
maineffects$dim == "All Levels")|
(maineffects$y == "积极自我概念" &
maineffects$x == "任务绩效" &
maineffects$dim == "All Levels"))
nb.pb <- subset(maineffects, (maineffects$x == "消极行为" &
maineffects$y == "积极行为" &
maineffects$dim == "All Levels")|
(maineffects$y == "消极行为" &
maineffects$x == "积极行为" &
maineffects$dim == "All Levels"))
nb.jp <- subset(maineffects, (maineffects$x == "消极行为" &
maineffects$y == "任务绩效" &
maineffects$dim == "All Levels")|
(maineffects$y == "消极行为" &
maineffects$x == "任务绩效" &
maineffects$dim == "All Levels"))
pb.jp <- subset(maineffects, (maineffects$x == "积极行为" &
maineffects$y == "任务绩效" &
maineffects$dim == "All Levels")|
(maineffects$y == "积极行为" &
maineffects$x == "任务绩效" &
maineffects$dim == "All Levels"))
all.matrix <- vec2symMat(c(poq.ne$rho, poq.ps$rho, poq.nb$rho, poq.pb$rho, poq.jp$rho,
ne.ps$rho, ne.nb$rho, ne.pb$rho, ne.jp$rho,
ps.nb$rho, ps.pb$rho, ps.jp$rho,
nb.pb$rho, nb.jp$rho,
pb.jp$rho),
diag = FALSE, byrow = FALSE) %>%
set_colnames(varnames) %>%
set_rownames(varnames)
all_dat <- list(all.matrix)
main_in_r <- ma_r(rxyi = orig.data$rxy, n = orig.data$n,
sample_id = orig.data$id, citekey = orig.data$id,
construct_x = orig.data$x.frame.all,
construct_y = orig.data$y.frame.all,
moderators = orig.data$indi,
data = orig.data)
main_in_rho <- ma_r(rxyi = orig.data$rtp, n = orig.data$n,
sample_id = orig.data$id, citekey = orig.data$id,
construct_x = orig.data$x.frame.all,
construct_y = orig.data$y.frame.all,
moderators = orig.data$indi,
data = orig.data)
hetero_in <- heterogeneity(main_in_rho)%>%get_heterogeneity
data.hetero_in = data.frame(matrix(NA, nrow = length(hetero_in), ncol=2))
names(data.hetero_in) = c("id","var")
data.hetero_in$id = colnames(sapply(hetero_in, function(x) x[[1]]))
data.hetero_in$var = sapply(hetero_in, function(x) x[[1]]$percent_var_accounted[[1]])
main_in_r <- main_in_r %>% summary %>% get_metatab %>% na.omit
main_in_rho <- main_in_rho %>% summary %>% get_metatab %>% na.omit
main_indi <- data.frame(main_in_r$analysis_id,
main_in_r$construct_x,
main_in_r$construct_y,
main_in_r$`orig.data$indi`,
main_in_r$k, main_in_r$N,
round(cbind(main_in_r$mean_r, main_in_r$sd_r,
main_in_rho$mean_r,main_in_rho$sd_r),2),
paste("[", round(main_in_rho$CI_LL_95, 2), ", ",
round(main_in_rho$CI_UL_95, 2), "]"),
paste("[", round(main_in_rho$CR_LL_80, 2), ", ",
round(main_in_rho$CR_UL_80, 2),"]")) %>%
set_colnames(c("id", "x", "y", "indi", "k", "n",
"r", "SD_r","rho", "SD_rho",
"95% CI", "80% CV"))
#### 数据准备：低个人主义（高集体主义）数据 ####
poq.ne.l <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "消极情绪" &
main_indi$indi == "L")
poq.ps.l <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "积极自我概念" &
main_indi$indi == "L")
poq.nb.l <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "消极行为" &
main_indi$indi == "L")
poq.pb.l <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "积极行为" &
main_indi$indi == "L")
poq.jp.l <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "任务绩效" &
main_indi$indi == "L")
ne.ps.l <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "积极自我概念" &
main_indi$indi == "L")|
(main_indi$y == "消极情绪" &
main_indi$x == "积极自我概念" &
main_indi$indi == "L"))
ne.nb.l <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "消极行为" &
main_indi$indi == "L")|
(main_indi$y == "消极情绪" &
main_indi$x == "消极行为" &
main_indi$indi == "L"))
ne.pb.l <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "积极行为" &
main_indi$indi == "L")|
(main_indi$y == "消极情绪" &
main_indi$x == "积极行为" &
main_indi$indi == "L"))
ne.jp.l <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "任务绩效" &
main_indi$indi == "L")|
(main_indi$y == "消极情绪" &
main_indi$x == "任务绩效" &
main_indi$indi == "L"))
ps.nb.l <- subset(main_indi, (main_indi$x == "积极自我概念" &
main_indi$y == "消极行为" &
main_indi$indi == "L")|
(main_indi$y == "积极自我概念" &
main_indi$x == "消极行为" &
main_indi$indi == "L"))
ps.pb.l <- subset(main_indi, (main_indi$x == "积极自我概念" &
main_indi$y == "积极行为" &
main_indi$indi == "L")|
(main_indi$y == "积极自我概念" &
main_indi$x == "积极行为" &
main_indi$indi == "L"))
ps.jp.l <- subset(main_indi, (main_indi$x == "积极自我概念" &
main_indi$y == "任务绩效" &
main_indi$indi == "L")|
(main_indi$y == "积极自我概念" &
main_indi$x == "任务绩效" &
main_indi$indi == "L"))
nb.pb.l <- subset(main_indi, (main_indi$x == "消极行为" &
main_indi$y == "积极行为" &
main_indi$indi == "L")|
(main_indi$y == "消极行为" &
main_indi$x == "积极行为" &
main_indi$indi == "L"))
nb.jp.l <- subset(main_indi, (main_indi$x == "消极行为" &
main_indi$y == "任务绩效" &
main_indi$indi == "L")|
(main_indi$y == "消极行为" &
main_indi$x == "任务绩效" &
main_indi$indi == "L"))
pb.jp.l <- subset(main_indi, (main_indi$x == "积极行为" &
main_indi$y == "任务绩效" &
main_indi$indi == "L")|
(main_indi$y == "积极行为" &
main_indi$x == "任务绩效" &
main_indi$indi == "L"))
all.matrix.l <- vec2symMat(c(poq.ne.l$rho, poq.ps.l$rho, poq.nb.l$rho, poq.pb.l$rho, poq.jp.l$rho,
ne.ps.l$rho, ne.nb.l$rho, ne.pb.l$rho, ne.jp.l$rho,
ps.nb.l$rho, ps.pb.l$rho, ps.jp.l$rho,
nb.pb.l$rho, nb.jp.l$rho,
pb.jp.l$rho),
diag = FALSE, byrow = FALSE) %>%
set_colnames(varnames) %>%
set_rownames(varnames)
all_dat.l <- list(all.matrix.l)
#### 数据准备：高个人主义（低集体主义）数据 ####
poq.ne.h <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "消极情绪" &
main_indi$indi == "H")
poq.ps.h <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "积极自我概念" &
main_indi$indi == "H")
poq.nb.h <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "消极行为" &
main_indi$indi == "H")
poq.pb.h <- subset(main_indi, x == "资质过剩感" &
main_indi$y == "积极行为" &
main_indi$indi == "H")
poq.jp.h <- subset(main_indi, main_indi$x == "资质过剩感" &
main_indi$y == "任务绩效" &
main_indi$indi == "H")
ne.ps.h <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "积极自我概念" &
main_indi$indi == "H")|
(main_indi$y == "消极情绪" &
main_indi$x == "积极自我概念" &
main_indi$indi == "H"))
ne.nb.h <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "消极行为" &
main_indi$indi == "H")|
(main_indi$y == "消极情绪" &
main_indi$x == "消极行为" &
main_indi$indi == "H"))
ne.pb.h <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "积极行为" &
main_indi$indi == "H")|
(main_indi$y == "消极情绪" &
main_indi$x == "积极行为" &
main_indi$indi == "H"))
ne.jp.h <- subset(main_indi, (main_indi$x == "消极情绪" &
main_indi$y == "任务绩效" &
main_indi$indi == "H")|
(main_indi$y == "消极情绪" &
main_indi$x == "任务绩效" &
main_indi$indi == "H"))
ps.nb.h <- subset(main_indi, (main_indi$x == "积极自我概念" &
main_indi$y == "消极行为" &
main_indi$indi == "H")|
(main_indi$y == "积极自我概念" &
main_indi$x == "消极行为" &
main_indi$indi == "H"))
ps.pb.h <- subset(main_indi, (main_indi$x == "积极自我概念" &
main_indi$y == "积极行为" &
main_indi$indi == "H")|
(main_indi$y == "积极自我概念" &
main_indi$x == "积极行为" &
main_indi$indi == "H"))
ps.jp.h <- subset(main_indi, (main_indi$x == "积极自我概念" &
main_indi$y == "任务绩效" &
main_indi$indi == "H")|
(main_indi$y == "积极自我概念" &
main_indi$x == "任务绩效" &
main_indi$indi == "H"))
nb.pb.h <- subset(main_indi, (main_indi$x == "消极行为" &
main_indi$y == "积极行为" &
main_indi$indi == "H")|
(main_indi$y == "消极行为" &
main_indi$x == "积极行为" &
main_indi$indi == "H"))
nb.jp.h <- subset(main_indi, (main_indi$x == "消极行为" &
main_indi$y == "任务绩效" &
main_indi$indi == "H")|
(main_indi$y == "消极行为" &
main_indi$x == "任务绩效" &
main_indi$indi == "H"))
pb.jp.h <- subset(main_indi, (main_indi$x == "积极行为" &
main_indi$y == "任务绩效" &
main_indi$indi == "H")|
(main_indi$y == "积极行为" &
main_indi$x == "任务绩效" &
main_indi$indi == "H"))
all.matrix.h <- vec2symMat(c(poq.ne.h$rho, poq.ps.h$rho, poq.nb.h$rho, poq.pb.h$rho, poq.jp.h$rho,
ne.ps.h$rho, ne.nb.h$rho, ne.pb.h$rho, ne.jp.h$rho,
ps.nb.h$rho, ps.pb.h$rho, ps.jp.h$rho,
nb.pb.h$rho, nb.jp.h$rho,
pb.jp.h$rho),
diag = FALSE, byrow = FALSE) %>%
set_colnames(varnames) %>%
set_rownames(varnames)
all_dat.h <- list(all.matrix.h)
#### 调和平均数 ####
all_n <- c(poq.ne$n, poq.ps$n, poq.nb$n, poq.pb$n, poq.jp$n,
ne.ps$n, ne.nb$n, ne.pb$n, ne.jp$n,
ps.nb$n, ps.pb$n, ps.jp$n,
nb.pb$n, nb.jp$n,
pb.jp$n) %>% harmonic.mean %>% round
n_l <- c(poq.ne.l$n, poq.ps.l$n, poq.nb.l$n, poq.pb.l$n, poq.jp.l$n,
ne.ps.l$n, ne.nb.l$n, ne.pb.l$n, ne.jp.l$n,
ps.nb.l$n, ps.pb.l$n, ps.jp.l$n,
nb.pb.l$n, nb.jp.l$n,
pb.jp.l$n) %>% harmonic.mean %>% round
n_h <- c(poq.ne.h$n, poq.ps.h$n, poq.nb.h$n, poq.pb.h$n, poq.jp.h$n,
ne.ps.h$n, ne.nb.h$n, ne.pb.h$n, ne.jp.h$n,
ps.nb.h$n, ps.pb.h$n, ps.jp.h$n,
nb.pb.h$n, nb.jp.h$n,
pb.jp.h$n) %>% harmonic.mean %>% round
####模型设置 ####
model_all <- 'NB ~ POQ + PS + NE
PB ~ POQ + PS + NE
JP ~ POQ + PS + NE
NE ~ POQ
PS ~ POQ
NE ~~ 1*NE
PS ~~ 1*PS
POQ ~~ 1*POQ
NE ~~ 0.1*PS
NB ~~ 0.1*NB
PB ~~ 0.1*PB
JP ~~ 0.1*JP
NB ~~ 0.1*PB
NB ~~ 0.1*JP
JP ~~ 0.1*PB'
RAM_all <- lavaan2RAM(model_all, obs.variables = varnames)
#### SEM全部数据及调和平均数 ####
fin_dat <- list(all_dat, all_dat.l, all_dat.h)
fin_n <- c(all_n, n_l, n_h)
stage1 <- list()
stage2 <- list()
stage2_LB <- list()
stage2_Z <- list()
ind_LB <- list()
ind_Z <- list()
fitness <- list()
path <- list()
ind <- list()
sem <- list()
name <- c("all", "low individualism", "high individualism")
for (i in 1:length(fin_dat)){
#### stage1 ####
stage1[[i]] <- tssem1(Cov = fin_dat[[i]], n = fin_n[i], method = "FEM",
RE.type = "Diag", RE.startvalues=0.1,
acov = "weighted")
summary(stage1[[i]])
#### stage2 ####
stage2[[i]] <- tssem2(stage1[[i]], Amatrix = RAM_all$A, Smatrix = RAM_all$S)
summary(stage2[[i]])
stage2_LB[[i]] <- tssem2(stage1[[i]], Amatrix = RAM_all$A, Smatrix = RAM_all$S,
diag.constraints = TRUE, intervals.type = "LB",
mx.algebras = list(
#POQ-NE-Y
IndNE_NB = mxAlgebra(NEONPOQ*NBONNE, name = "IndNE_NB"),
IndNE_PB = mxAlgebra(NEONPOQ*PBONNE, name = "IndNE_PB"),
IndNE_JP = mxAlgebra(NEONPOQ*JPONNE, name = "IndNE_JP"),
#POQ-PS-Y
IndPS_NB = mxAlgebra(PSONPOQ*NBONPS, name = "IndPS_NB"),
IndPS_PB = mxAlgebra(PSONPOQ*PBONPS, name = "IndPS_PB"),
IndPS_JP = mxAlgebra(PSONPOQ*JPONPS, name = "IndPS_JP"),
#POQ-NE+PS-Y
Indall_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS, name = "Indall_NB"),
Indall_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS, name = "Indall_PB"),
Indall_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS, name = "Indall_JP"),
#POQ-NE+PS-Y PLUS POQ-Y
Total_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS + NBONPOQ, name = "Total_NB"),
Total_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS + PBONPOQ, name = "Total_PB"),
Total_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS + JPONPOQ, name = "Total_JP"),
#Diff POQ-(NE-PS)-Y
DIF_NEminusPS_NB= mxAlgebra(NEONPOQ*NBONNE - PSONPOQ*NBONPS, name = "DIF_NEminusPS_NB"),
DIF_NEminusPS_PB= mxAlgebra(NEONPOQ*PBONNE - PSONPOQ*PBONPS, name = "DIF_NEminusPS_PB"),
DIF_NEminusPS_JP= mxAlgebra(NEONPOQ*JPONNE - PSONPOQ*JPONPS, name = "DIF_NEminusPS_JP")))
stage2_LB[[i]] <- rerun(stage2_LB[[i]])
ind_LB[[i]] <- summary(stage2_LB[[i]])
stage2_Z[[i]] <- tssem2(stage1[[i]], Amatrix = RAM_all$A, Smatrix = RAM_all$S,
diag.constraints = FALSE, intervals.type = "z",
mx.algebras = list(
IndNE_NB = mxAlgebra(NEONPOQ*NBONNE, name = "IndNE_NB"),
IndNE_PB = mxAlgebra(NEONPOQ*PBONNE, name = "IndNE_PB"),
IndNE_JP = mxAlgebra(NEONPOQ*JPONNE, name = "IndNE_JP"),
IndPS_NB = mxAlgebra(PSONPOQ*NBONPS, name = "IndPS_NB"),
IndPS_PB = mxAlgebra(PSONPOQ*PBONPS, name = "IndPS_PB"),
IndPS_JP = mxAlgebra(PSONPOQ*JPONPS, name = "IndPS_JP"),
Indall_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS, name = "Indall_NB"),
Indall_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS, name = "Indall_PB"),
Indall_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS, name = "Indall_JP"),
Total_NB = mxAlgebra(NEONPOQ*NBONNE + PSONPOQ*NBONPS + NBONPOQ, name = "Total_NB"),
Total_PB = mxAlgebra(NEONPOQ*PBONNE + PSONPOQ*PBONPS + PBONPOQ, name = "Total_PB"),
Total_JP = mxAlgebra(NEONPOQ*JPONNE + PSONPOQ*JPONPS + JPONPOQ, name = "Total_JP"),
DIF_NEminusPS_NB= mxAlgebra(NEONPOQ*NBONNE - PSONPOQ*NBONPS, name = "DIF_NEminusPS_NB"),
DIF_NEminusPS_PB= mxAlgebra(NEONPOQ*PBONNE - PSONPOQ*PBONPS, name = "DIF_NEminusPS_PB"),
DIF_NEminusPS_JP= mxAlgebra(NEONPOQ*JPONNE - PSONPOQ*JPONPS, name = "DIF_NEminusPS_JP")))
stage2_Z[[i]] <- rerun(stage2_Z[[i]])
ind_Z[[i]] <- summary(stage2_Z[[i]])
#### 拟合系数 ####
fitness[[i]] <- ind_LB[[i]][["stat"]]%>%as.data.frame%>%round(2)%>%
set_colnames("Goodness-of-fit indices")
#### 路径系数 ####
path[[i]] <- data.frame(round(ind_Z[[i]][["coefficients"]][,1], 2),
paste("[", round(ind_Z[[i]][["coefficients"]][,3], 2),",",
round(ind_Z[[i]][["coefficients"]][,4], 2), "]"),
round(ind_Z[[i]][["coefficients"]][,2], 2),
round(ind_Z[[i]][["coefficients"]][,5], 2),
round(ind_Z[[i]][["coefficients"]][,6], 2)) %>%
set_colnames(c("β", "95% CI", "SE", "z", "p")) %>%
set_rownames(c("NE->JP", "POQ->JP", "PS->JP",
"NE->NB", "POQ->NB", "PS->NB",
"POQ->NE", "NE->PB", "POQ->PB",
"PS->PB", "POQ->PS"))
#### 中介效应 ####
ind[[i]] <- data.frame(round(ind_LB[[i]][["mx.algebras"]][,2],2),
paste("[", round(ind_LB[[i]][["mx.algebras"]][,1],2), ",",
round(ind_LB[[i]][["mx.algebras"]][,3],2), "]")) %>%
set_colnames(c("β", "95%CI"))%>%
set_rownames(c("IndNE_NB", "IndNE_PB", "IndNE_JP",
"IndPS_NB", "IndPS_PB", "IndPS_JP",
"Indall_NB", "Indall_PB", "Indall_JP",
"Total_NB", "Total_PB", "Total_JP",
"DIF_NEminusPS_NB", "DIF_NEminusPS_PB", "DIF_NEminusPS_JP"))
sem[[i]] <- list(name = name[i],
fit=fitness[[i]], path = path[[i]], ind = ind[[i]])
sem[[i]]
i = i + 1}
#### 相关系数文本 ####
sem.matrix <- cbind(c(poq.ne$word, poq.ps$word, poq.nb$word, poq.pb$word, poq.jp$word),
c(" ", ne.ps$word, ne.nb$word, ne.pb$word, ne.jp$word),
c(" ", " ", ps.nb$word, ps.pb$word,ps.jp$word),
c(" ", " ", " ", nb.pb$word, nb.jp$word),
c(" ", " "," ", " ", pb.jp$word))%>%
set_colnames(c("资质过剩感", "消极情绪", "积极自我概念", "消极角色外行为", "积极角色外行为"))%>%
set_rownames(c("消极情绪", "积极自我概念", "消极角色外行为", "积极角色外行为", "任务绩效"))
write.csv(sem.matrix, "Table2_变量相关系数矩阵.csv") # 表2
#### 结构方程分析结果 ####
# 此处获取结构方程拟合结果
final_fit <- cbind(sem[[1]][["fit"]][c(1,7,4),],
sem[[2]][["fit"]][c(1,7,4),],
sem[[3]][["fit"]][c(1,7,4),])%>%
set_rownames(c("n", "Chi", "p"))%>%
set_colnames(c("全样本", "高集体主义", "低集体主义"))
# 此处获取图2到4信息 ####
final_path <- rbind(c("全样本", " "," ", " ", " ",
"高集体主义", " "," ", " ", " ",
"低集体主义", " "," ", " ", " "),
rep(c("β", "CI", "SE", "z", "p"), 3),
cbind(rbind(sem[[1]][["path"]]),
rbind(sem[[2]][["path"]]),
rbind(sem[[3]][["path"]])))%>%set_colnames(c(1:15))
write.csv(final_path, "Figure2_4_模型1-3路径系数.csv") # 图2、图3、图4
final_ind <- rbind(rep(c("β", "95%CI"),3),
cbind(sem[[1]][["ind"]],
sem[[2]][["ind"]],
sem[[3]][["ind"]]))%>%set_colnames(c(1:6))
final_ind_final <- rbind(final_ind[c(1:7, 14:16, 11:13),])
write.csv(final_ind_final, "Table3_情绪认知间接效应检验.csv") # 表3
#### 3………………概念冗余度检验………………####
#### 相关矩阵构建 ####
matrix <- data.frame(maineffects$x, maineffects$y, maineffects$dim,
paste( "(", maineffects$k, ",", maineffects$n, ")" ) ,
paste( "(", maineffects$r, ",", maineffects$rho, ")" ) ,
maineffects$`95% CI`, maineffects$`80% CV`, maineffects$rho)%>%
set_colnames(c("x", "dim", "y", "(k, n)", "(r, ρ)", "95% CI", "80% CV", "rho"))
matrix$all = matrix$`(r, ρ)`
poq_pj <- subset(matrix, matrix$x == "资质过剩感" & matrix$y == "个人工作匹配")
poq_po <- subset(matrix, matrix$x == "资质过剩感" & matrix$y == "个人组织匹配")
poq_y <- subset(matrix, (matrix$y == "压力（反向）"|
matrix$y == "组织承诺"|
matrix$y == "工作满意度"|
matrix$y == "创新"|
matrix$y == "组织公民行为"|
matrix$y == "反生产行为"|
matrix$y == "离职意愿"|
matrix$y == "任务绩效")&
matrix$x == "资质过剩感")
pj_po <- subset(matrix, matrix$x == "个人工作匹配" &
matrix$dim == "个人组织匹配")
pj_y<- subset(matrix, (matrix$x == "个人工作匹配"&
(matrix$y == "压力（反向）"|
matrix$y == "组织承诺"|
matrix$y == "工作满意度"))|
(matrix$dim == "个人工作匹配"&
(matrix$y == "创新"|
matrix$y == "组织公民行为"|
matrix$y == "反生产行为"|
matrix$y == "离职意愿"|
matrix$y == "任务绩效")))
po_y <- subset(matrix, (matrix$x == "个人组织匹配"&
(matrix$y == "压力（反向）"|
matrix$y == "组织承诺"|
matrix$y == "工作满意度"))|
(matrix$dim == "个人组织匹配"&
(matrix$y == "创新"|
matrix$y == "组织公民行为"|
matrix$y == "反生产行为"|
matrix$y == "离职意愿"|
matrix$y == "任务绩效")))
#### 相关矩阵表格 ####
ynames <- c("创新", "组织公民行为", "反生产行为", "离职意愿",
"任务绩效", "压力（反向）", "工作满意度", "组织承诺")
rwa.text <- data.frame(ynames, poq_y= poq_y$all, pj_y = pj_y$all, po_y = po_y$all,
poq_pj = poq_pj$all, poq_po = poq_po$all,
pj_po = pj_po$all)
write.csv(rwa.text, "Table4_poq及匹配与结果变量相关性.csv") # 表4
#### 数据准备：相对权重分析 ####
data.rwa <- data.frame(ynames, poq_y= poq_y$rho, pj_y = pj_y$rho, po_y = po_y$rho,
poq_pj = poq_pj$rho, poq_po = poq_po$rho,
pj_po = pj_po$rho)
varnames <- c("y", "poq", "pj", "po")
lables <- list(varnames, varnames)
cordat <- list()
for (i in 1:nrow(data.rwa)){
cordat[[i]] <- vec2symMat(as.matrix(data.rwa[i,2:ncol(data.rwa)]),
diag = FALSE, byrow = FALSE)
dimnames(cordat[[i]]) <- lables}
#### 相对权重分析函数 ####
#注：参考https://relativeimportance.davidson.edu/，根据本研究做相应调整
multRegress<-function(mydata){
numVar<<-NCOL(mydata)
Variables<<- names(mydata)[2:numVar]
RXX<-mydata[2:numVar,2:numVar]
RXY<-mydata[2:numVar,1]
RXX.eigen<-eigen(RXX)
D<-diag(RXX.eigen$val)
delta<-sqrt(D)
lambda<-RXX.eigen$vec%*%delta%*%t(RXX.eigen$vec)
lambdasq<-lambda^2
beta<-solve(lambda)%*%RXY
rsquare<<-sum(beta^2)
RawWgt<-lambdasq%*%beta^2
import<-(RawWgt/rsquare)*100
result<-data.frame(Variables, Raw.W=round(RawWgt,2),
R.perc=round(import,2),
R2 = round(rsquare,2))
}
#### POQ fit 相对权重计算 ####
rawdata <- list()
thedata <- list()
Labels <- list()
a <- list()
title <- list()
R_square <- list()
rwa.results <- list()
for (i in 1:length(cordat)){
rawdata[[i]]<- data.frame(cordat[[i]])
attach(rawdata[[i]])
thedata[[i]] <- data.frame(y, poq, pj, po)
Labels[[i]] <- names(thedata[[i]])[2:length(thedata[[i]])]
a[[i]] <- multRegress(thedata[[i]]) %>% set_colnames(c("变量", "W", "%R", "R2"))
title[[i]] <- data.frame("", ynames[[i]], "", "") %>% set_colnames(c("变量", "W", "%R", "R2"))
R_square[[i]] <- data.frame("R2", unique(a[[i]][,4]), "", "") %>% set_colnames(c("变量", "W", "%R", "R2"))
rwa.results[[i]] <- rbind(a[[i]], R_square[[i]], title[[i]],
data.frame("变量", "W", "%R", "R2") %>%
set_colnames(c("变量", "W", "%R", "R2")))[, 1:3]
rwa.results[[i]] <- data.frame(id = c(1:nrow(rwa.results[[i]])), rwa.results[[i]])
}
total<-merge(rwa.results[[1]],
rwa.results[2:length(rwa.results)], by="id")%>%t%>%unique%>%t
total.rwa <- rbind(total[5:6,], total[1:4,])
write.csv(total.rwa, file = "Table5_6_相对权重分析结果.csv") # 表5与表6
纳入元分析的文献
Abdi, T. A., Peiro, J. M., Ayala, Y., & Zappala, S. (2019). Four wellbeing patterns and their antecedents in millennials at work. International Journal of Environmental Research and Public Health, 16, 1–17. Agut, S., Peiró, J. M., Grau, R. (2009). The effect of overeducation on job content innovation and career-enhancing strategies among young spanish employees. Journal of Career Development, 36(2), 159–182. https://doi.org/10.1177/0894845308327738 Ahmed, W., van der Werf, G., Kuyper, H., Minnaert, A. (2013). Emotions, self-regulated learning, achievement in mathematics: a growth curve analysis. Journal of Educational Psychology, 105, 150–161. Akinlade, E. (2014). The dual effect of transformational leadership on individual and team level creativity Unpublished doctoral dissertation. Chicago, Illinois: University of Illinois at Chicago. Alfes, K. (2013). Perceived overqualification and performance. The role of the peer-group. Zeitschrift Fur Personalforschung, 27(4), 314–330. https://doi.org/10.1688/1862-0000_ZfP_2013_04_Alfes Allan, B. A., Tay, L., Sterling, H. M. (2017). Construction and validation of the Subjective Underemployment Scales (SUS). Journal of Vocational Behavior, 99, 93–106. https://doi.org/10.1016/j.jvb.2017.01.001 Allan, B. A., Rolniak, J. R., & Bouchard, L. (2018). Underemployment and well-being: Exploring the dark side of meaningful work. Journal of Career Development, 1–15. Ann Chunyan Peng, John M. Schaubroeck, Sinhui Chong, Yuhui Li. (2019). Discrete emotions linking abusive supervision to employee intention and behavior. Personnel Psychology. https://doi.org/10.1111/peps.12310 Arendt, L. A. (2006). Leader’s use of positive humor: Effects of follower’s self-efficacy and creative performance Unpublished doctoral dissertation. Milwaukee, WI: University of Wisconsin-Milwaukee. Armstrong-Stassen, M., Schlosser, F. (2008). Benefits of a supportive development climate for older workers. Journal of Managerial Psychology, 23(4), 419–437. Artino, A. R. (2009). Think, feel, act: motivational and emotion influences on military students’ online academic success. Journal of Computing in Higher Education, 21, 146–166. Artino, A. R., Jones, K. D., II. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15, 170–175. Artino, A. R., Rochelle, J. S. L., Durning, S. J. (2010). Second-year medical students’ motivational beliefs, emotions, and achievement. Medical Education, 44, 1203–1212. Arvan, M. L. (2015). How overqualification impacts job attitudes and well-being: The unique roles of perceptions and reality [Master Thesis]. University of South Florida. Aryee, Walumbwa, Zhou, Hartnell (2012). Transformational leadership, innovative behavior, and task performance: test of mediation and moderation processes. Human Performance, 25, 1–25. doi:10.1080/08959285.2011.631648 Asseburg, R., Frey, A. (2013). Too hard, too easy, or just right? The relationship between effort or boredom and ability-difficulty fit. Psychological Test and Assessment Modeling, 55(1), 92–104. Aydin, E., Atis, G., Bolu, A., Aydin, C., Karabacak, E., Dogan, B., Ates, M. A. (2016). Identification of anger and self-esteem in psoriasis patients in a consultation-liaison psychiatry setting: A case control study. Bulletin of Clinical Psychopharmacology, 32(2), 1. Bauer, J. A., Spector, P. E. (2015). Discrete negative emotions and counterproductive work behavior. Human Performance, 28(4), 307–331. Beck, G. L. (2011). Investigation of the relationship between achievement emotions and academic performance in medical students (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3469946) Benedict, J. N., Gayatridevi, S., Velayudhan, A. (2009). Perceived overqualification, job satisfaction, somatization and job stress of MNC executives. Journal of the Indian Academy of Applied Psychology, 35(2), 283–289. Berk, U., Kahya, M., Kuzu, B., BAYRAMLIK, H. (2015). Effect of Laborers’ Overqualification Perception on Job Satisfaction And Organizational Commitment: An Empirical Study on Health Sector in Turkey. Journal of International Health Sciences and Management, 1, 60–73. Binnewies, Sonnentag, Mojza (2009). Feeling recovered and thinking about the good side of one’s work. Journal of Occupational Health Psychology, 14, 243–256. Bolino, M. C., Feldman, D. C. (2000). The antecedents and consequences of underemployment among expatriates. Journal of Organizational Behavior, 21(8), 889–911. https://doi.org/10.1002/1099-1379(200012)21:8<889::AID-JOB60>3.0.CO;2-G Bowling, N. A. (2011). A meta-analysis of the predictors and consequences of organization-based self-esteem. Journal of Occupational Organizational Psychology, 83(3), 601–626. Bruursema, K., Kessler, S. R., Spector, P. E. (2011). Bored employees misbehaving: The relationship between boredom and counterproductive work behaviour. Work Stress, 25(2), 93–107. Carnevale, J. B., Huang, L., Harms, P. D. (2018). Leader consultation mitigates the harmful effects of leader narcissism: A belongingness perspective. Organizational Behavior Human Decision Processes, 146, 76–84. Chae, J. S., Lee, J. H., Kim, C. J. (2011). The effect of transformational leadership on employee creativity. Korean Journal of Business Administration, 2617–2640. Chambers, W. C. (1997). Achievement orientation: origins, influences, and outcomes (Master’s thesis). Available from ProQuest Dissertations and Theses database. (UMI No. 1388663). Chao, M. M., Farh, J. L. (2012). A longitudinal investigation of the influence of foreign cultural experiences on the development of creativity: Roles of sojourner’s goal orientation, going-abroad motivation, and creative self-efficacy. Paper presented at academy of management conference, Boston, MA. Chen, G., Farh, J. L., Campbell-Bush, E. M., Wu, Z., Wu, X. (2013). Teams as innovative systems: Multilevel motivational antecedents of innovation in R&D teams. Journal of Applied Psychology, 98, 1018–1027. Chen, M., Liang, J. (2015). Unpacking the relationship between transformational leadership and employee creativity. Paper presented at academy of management conference, Vancouver, Canada. Cheng, B., Zhou, X., Guo, G., Yang, K. (2018). Perceived overqualification and cyberloafing: A moderated-mediation model based on equity theory. Journal of Business Ethics. https://doi.org/10.1007/s10551-018-4026-8 Cheung (2011). Refinement or breakthrough? The link between goal orientation, employee learning, creativity, and job performance Available from ProQuest Dissertations and Theses database (UMI No. 3468586). Chughtai, Buckley (2011). Work engagement antecedents, the mediating role of learning goal orientation and job performance. Career Development International, 16, 684–705. doi:10.1108/13620431111187290 Cowan, M. M., Piepgrass, K. W. (1997). Attitudes about science among non-majors at the two-year campus of a liberal arts university. Education Resources Information Center. Crouter, A. C., Davis, K. D., Updegraff, K. (2010). Mexican American fathers’ occupational conditions: Links to family members’ psychological adjustment. Journal of Marriage Family, 68(4), 843–858. da Costa, C. G., Zhou, Q., Ferreira, A. I. (2018). The impact of anger on creative process engagement: The role of social contexts. Journal of Organizational Behavior, 39(4), 495–506. Daniels, L. M. (2009). Goals and control: exploring relationship between two types of motivational constructs and their effects on university students’ emotions and achievement (Doctoral dissertation). Retrieved from http://mspace.lib.umanitoba.ca/handle/1993/3162. Accessed 10 June 2012. Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., Pekrun, R. (2008). Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608. Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., Newall, N. E. (2009). A longitudinal analysis of achievement goals: from affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948–963. Dar, N., Rahman, W. (2020). Two angles of overqualification-the deviant behavior and creative performance: The role of career and survival job. PLoS ONE, 15(1). Scopus®. https://doi.org/10.1371/journal.pone.0226677 de Acedo Lizarraga, M. L. S., de Acedo Baquedano, M. T. S., Closas, A. H. (2014). An explanatory model regarding the relationships between psychological traits and creativity. Anales de Psicología, 30, 355–363. Debus, M. E., Gross, C., Kleinmann, M. (2019). The power of doing: How job crafting transmits the beneficial impact of autonomy among overqualified employees. Journal of Business and Psychology. https://doi.org/10.1007/s10869-019-09625-y Deng, H., Guan, Y., Wu, C.-H., Erdogan, B., Bauer, T., Yao, X. (2018). A relational model of perceived overqualification: The moderating role of interpersonal influence on social acceptance. Journal of Management, 44(8), 3288–3310. https://doi.org/10.1177/0149206316668237 Dewett, T. (2002). Differentiating outcomes in employee creativity: Understanding the role of risk in creative performance Unpublished doctoral dissertation. College Station, TX: Texas A&M University. Dewett, T. (2007). Linking intrinsic motivation, risk taking, and employee creativity in an R&D environment. R&D Management, 37, 197–208. Dumani, S. (2015). Engaging overqualified employees: The role of job and nonwork crafting. [Ph.D.]. University of South Florida. Eatough, E. M., Meier, L. L., Igic, I., Elfering, A., Spector, P. E., Semmer, N. K. (2016). You want me to do what? Two daily diary studies of illegitimate tasks and employee well-being. Journal of Organizational Behavior, 37(1), 108–127. Eder (2007). Integrating the componential and interactionist models of employee creativity (Doctoral dissertation). Available from ProQuest Dissertations and Theses database(UMI No. 3277817) Eder, P. J. (2007). Integrating the componential and interactionist models of employee creativity Unpublished doctoral dissertation. Newark, DE: University of Delaware. Ellefson, S. K. (2010). Bullying in high-tech professions Unpublished doctoral dissertation. San Jose, CA: San Jose State University. Erdogan, B., Bauer, T. N. (2009). Perceived overqualification and its outcomes: The moderating role of empowerment. Journal of Applied Psychology, 94(2), 557–565. https://doi.org/10.1037/a0013528 Erdogan, B., Karaeminogullari, A., Bauer, T. N., Ellis, A. M. (2018). Perceived overqualification at work: Implications for extra-role behaviors and advice network centrality. Journal of Management, 014920631880433. https://doi.org/10.1177/0149206318804331 Erdogan, B., Zahide Karakitapoğlu〢ygün, Caughlin, D. E., Bauer, T. N., Gumusluoglu, L. (2020). Employee overqualification and manager job insecurity: Implications for employee career outcomes. Human Resource Management, 1–13. Feldman, D. C., Turnley, W. H. (2007). Underemployment among recent business college graduates. Journal of Organizational Behavior, 16(S1), 691–706. Fernandes, F. G. (2016). Understanding perceived overqualification: Expanding the criterion space, establishing drivers, and developing a model [Ph.D.]. DePaul University. Ferris, D. L., Spence, J. R., Heller, D., Brown, D. J. (2012). Interpersonal justice and workplace deviance: The role of esteem threat. Journal of Management, 38, 81–128. Fine, S., Edward, M. (2017). Breaking the rules, not the law: The potential risks of counterproductive work behaviors among overqualified employees. International Journal of Selection and Assessment, 25(4), 401–405. https://doi.org/10.1111/ijsa.12194 Fine, S., Nevo, B. (2008). Too smart for their own good? A study of perceived cognitive overqualification in the workforce. International Journal of Human Resource Management, 19(2), 346–355. https://doi.org/10.1080/09585190701799937 Fluegge (2008). Who put the fun in functional? Fun at work and its effects on job performance (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 3322919) Ford, M. T., Wang, Y., Jin, J., Eisenberger, R. (2017). Chronic and episodic anger and gratitude toward the organization: Relationships with organizational and supervisor supportiveness and extrarole behavior. Journal of Occupational Health Psychology, 23(2). Fritea, H., Fritea, R. (2013). Can motivational regulation counteract the effects of boredom on academic achievement? Procedia – Social and Behavioral Sciences, 78, 135–139. Gilmore, P. L. (2013). Towards a stronger motivational theory of innovative performance Unpublished doctoral dissertation. Fairfax, VA: George Mason University. Gilson, L. L. (2000). The role of procedural justice in the relationship between demographic diversity, dissimilarity, work-related affective outcomes, and creative performance (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 9978382)" Giuca, K. M. (2012). Framing for creativity: The impact of framing a task for gains and losses on risk perceptions and creative performance Unpublished doctoral dissertation. East Lancing, MI: Michigan State University. Gkorezis, P., Erdogan, B., Xanthopoulou, D., Bellou, V. (2018). Implications of Perceived Overqualification for Employee’s Close Social Ties. In Academy of Management Proceedings, 2018). https://doi.org/10.5465/AMBPP.2018.11987abstract Gong et al. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52, 765–778. doi:10.5465/AMJ.2009.43670890 Gong, Y., Huang, J. C., Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52, 765–778. Graham, J. B. (2011). Elements of human effectiveness: Intelligences, traits, and abilities that lead to success and fulfillment in life Unpublished doctoral dissertation. Los Angeles, CA: University of California at Los Angeles. Gu, Y., Zhou, W., Peng, J. (2014). Study on influencing mechanism of perceived organizational support on R&D staffs’ innovative behaviors. Journal of Management Science, 27, 109–119. Guerrero, L., Hatala, J.-P. (2015). Antecedents of perceived overqualification: A three-wave study. The Career Development International, 20(4), 409–423. https://doi.org/10.1108/CDI-11-2014-0152 Haase, J., Hoff, E. V., Hanel, P. H. P., Innes-Ker, ?Se. (2018). A Meta-Analysis of the Relation between Creative Self-Efficacy and Different Creativity Measurements. Creativity Research Journal, 30(1), 1–16. Hall, N. C. (2006). Optimizing primary and secondary control in achievement settings: an examination of Rothbaum et al.’s (1982) congruence hypothesis (Doctoral dissertation). Retrieved from http://mspace.lib. umanitoba.ca/bitstream/1993/202/1/DISSERTATION_TOTAL_FGS.pdf. Accessed 10 June 2012. Harju, L. K., Hakanen, J. J., Schaufeli, W. B. (2016). Can job crafting reduce job boredom and increase work engagement? A three-year cross-lagged panel study. Journal of Vocational Behavior, 95–96, 11–20. https://doi.org/10.1016/j.jvb.2016.07.001 Hilbrecht, M., Smale, B., Mock, S. E. (2017). The relationship between perceived underemployment and wellbeing: Evidence from mid-size canadian cities. Applied Research in Quality of Life, 12(3), 607–631. https://doi.org/10.1007/s11482-016-9479-2 Hirst, G., Zhu, C., Zhou, Q. (2012). Unpacking the ambidexterity literature to predict employee performance and creativity. Paper presented at the academy of management conference, Boston, MA. Hirst, Van Knippenberg, Zhou, Zhu, Tsai (in press). Exploitation and exploration climates’ influence on performance and creativity: Diminishing returns as function of self-efficacy. Journal of Management Hong, Y., Wang, D. (2011). How leader behavior and task characteristic inspire knowledge worker: The mediating role of creative self-efficacy. Modern Management Science, 8, 114–116. Hsu, M. L., Hou, S. T., Fan, H. L. (2011). Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator. The Journal of Creative Behavior, 45, 258–272. Hu, J., Erdogan, B., Bauer, T. N., Jiang, K., Liu, S., Li, Y. (2015). There are lots of big fish in this pond: The role of peer overqualification on task significance, perceived fit, and performance for overqualified employees. Journal of Applied Psychology, 100(4), 1228–1238. https://doi.org/10.1037/apl0000008 Hu, Kaplan, Wei, Vega (2014). Employees’ metaperceptions of supervisor ratings on job performance. The Psychologist-Manager Journal, 17, 30–48. doi:10.1037/mgr0000010 Huang, L., Krasikova, D. V., Liu, D. (2016). I can do it, so can you: The role of leader creative self-efficacy in facilitating follower creativity. Organizational Behavior and Human Decision Processes, 132, 49–62. Huh, M. S., Cheon, M. J. (2013). An empirical study on the relationship between role stress and personal creativity: The mediating roles of creative self-efficacy and personal initiative. Management Information Systems Research, 22, 51–83. Janssen, Huang (2008). Us and me: Team identification and individual differentiation as complementary drivers of team members’ citizenship and creative behaviors. Journal of Management, 34, 69–88. doi:10.1177/0149206307309263 Janssen, Van Yperen (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47, 368–384. doi:10.2307/20159587 Jaussi, K. S., Randel, A. E., Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19, 247–258. Jiang, J., Yang, B. (2014). Critical thinking, creative self-efficacy and employee creativity: Weakening effect of leader-member exchange in Chinese context. Nankai Business Review, 17, 117–128. Johnson, G. J., Johnson, W. R. (1999). Perceived overqualification and health: A longitudinal analysis. The Journal of Social Psychology, 139(1), 14–28. https://doi.org/10.1080/00224549909598358 Johnson, G. J., & Johnson, W. R. (1995). Subjective underemployment and job satisfaction. International Review of Modern Sociology, 73-84. Judge, T. A., Bono, J. E. (2001). Relationship of core self-evaluations traits——Self-esteem, generalized self-efficacy, locus of control, and emotional stability——With job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. Kabat-Farr, D., Cortina, L. M., Marchiondo, L. A. (2018). The emotional aftermath of incivility: Anger, guilt, and the role of organizational commitment. International Journal of Stress Management, 25(2). Kahya (2009). The effects of job performance on effectiveness. International Journal of Industrial Ergonomics, 39, 96–104. doi:10.1016/j.ergon.2008.06.006 Khan, L. J., & Morrow, P. C. (1991). Objective and subjective underemployment relationships to job satisfaction. Journal of business research, 22(3), 211-218. Kim, J., Park, J., Sohn, Y. W., Lim, J. I. (2019). Perceived overqualification, boredom, and extra-role behaviors: Testing a moderated mediation model. Journal of Career Development, 089484531985387. https://doi.org/10.1177/0894845319853879 Kristof-Brown, A., Zimmerman, R., Johnson, E. (2005). Consequences of individuals’ fit at work: A meta-analysis of person-job, person-organization, person-group, and person-supervisor fit. Personnel Psychology, 58(2), 281–342. https://doi.org/10.1111/j.1744-6570.2005.00672.x Larson, R. W. (1990). Emotions and the creative process: anxiety, boredom, and enjoyment as predictors of creative writing. Cognition and Personality, 9(4), 275–292. Lassk, Shepherd (2013). Exploring the relationship between emotional intelligence and salesperson creativity. Journal of Personal Selling and Sales Management, 33, 25–38. doi:10.2753/PSS0885-3134330103 Lee, Tan, Javalgi (2010). Goal orientation and organizational commitment: Individual difference predictors of job performance. International Journal of Organizational Analysis, 18, 129–150. doi:10.1108/ 19348831011033249 Li, D., Luo, J., Huang, L. (2013). Study on the relationship between supervisory feedback and employees’ creativity: The mediating effect of psychological capital. East China Economic Management, 27, 121–126. Li, S., Liao, S. (2017). Help others and yourself eventually: Exploring the relationship between help-giving and employee creativity under the model of perspective taking. Frontiers in Psychology, 8, 1–11. Li, Y., Feng, Y., Huang, R. (2011). The influence of empowering leadership on employee creativity. Modern Management Science, 8, 114–116. Liang, C., Hsu, Y., Chang, C. C. (2013). Intrinsic motivation as a mediator on imaginative capability development. Thinking Skills and Creativity, 8, 109–119. Liao, H., Liu, D., Loi, R. (2010). Looking at both sides of the social exchange coin: A social cognitive perspective on the joint effects of relationship quality and differentiation on creativity. Academy of Management Journal, 53, 1090–1109. Liden, Wayne, Liao, Meuser (2014). Servant leadership and serving culture: Influence on individual and unit performance. Academy of Management Journal, 57, 1434–1452. doi:10.5465/amj.2013.0034 Lin, B., Law, K. S., Zhou, J. (2017). Why is underemployment related to creativity and OCB?A task crafting explanation of the curvilinear moderated relations. Academy of Management Journal, 60(1), 156–177. Liu, S., Luksyte, A., Zhou, L., Shi, J., Wang, M. (2015). Overqualification and counterproductive work behaviors: Examining a moderated mediation model. Journal of Organizational Behavior, 36(2), 250–271. https://doi.org/10.1002/job.1979 Lobene, E. V., Meade, A. W. (2013). The effects of career calling and perceived overqualification on work outcomes for primary and secondary school teachers. Journal of Career Development, 40(6), 508–530. https://doi.org/10.1177/0894845313495512 Lobene, E. V., Meade, A. W., Pond III, S. B. (2015). Perceived overqualification: A multi-source investigation of psychological predisposition and contextual triggers. The Journal of Psychology: Interdisciplinary and Applied, 149(7), 684–710. https://doi.org/10.1080/00223980.2014.967654 Loi, R., Xu, A. J., Chow, C. W. C., Chan, W. W. H. (2020). Linking customer participation to service employees’ work‐to‐family enrichment: The role of job crafting and OBSE. Journal of Occupational and Organizational Psychology, 93(2), 381–404. London, K. M. (2006). Integrating idea generation and idea evaluation in the study of group creativity: Effects of different group procedures on brainstorming effectiveness and group satisfaction Unpublished doctoral dissertation. Claremont, CA: Claremont University. Lopez, N. R. (2003). An interactional approach to investigating individual creative performance Unpublished master’s thesis. San Jose, CA: San Jose State University. Luksyte, A. (2011). How can organizations maximize their overqualified employees potential? Examining organizationally-based strategies (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 3467997). Luksyte, A., Spitzmueller, C. (2016). When are overqualified employees creative? It depends on contextual factors. Journal of Organizational Behavior, 37(5), 635–653. https://doi.org/10.1002/job.2054 Luksyte, A., Bauer, T. N., Debus, M. E., Erdogan, B., Wu, C. H. (2020). Perceived overqualification and collectivism orientation: Implications for work and nonwork outcomes. Journal of Management. Luksyte, A., Spitzmueller, C., Maynard, D. C. (2011). Why do overqualified incumbents deviate? Examining multiple mediators. Journal of Occupational Health Psychology, 16(3), 279–296. https://doi.org/10.1037/a0022709 Luo, J., Du, C., Huang, L. (2013). The influence of emotional intelligence on employee creativity. Enterprise Economy, 6, 27–42. Ma, C., Ganegoda, D. B., Chen, G. Z. X., Jiang, X., Dong, C. (2020). Effects of perceived overqualification on career distress and career planning: Mediating role of career identity and moderating role of leader humility. Human Resource Management, 1–16. Ma, C., Lin, X., Chen, G. Z. X., Wei, W. (2020). Linking perceived overqualification with task performance and proactivity? An examination from self-concept-based perspective. Journal of Business Research, 118, 199–209. Ma, M. S. (2007). A cross-cultural study: the effects of goal orientations and perceived motivational climates in college physical activity classes (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3280334) Malik, M., Butt, A. N., Choi, J. N. (2013). Rewards and creativity: Moderating effect of reward importance, locus of control, and self-efficacy. Paper presented at the academy of management conference, Orlando, FL. Mann, S., Robinson, A. (2009). Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35(2), 243–258. Masdonati, J., Massoudi, K., Blustein, D. L., & Duffy, R. D. (2022). Moving toward decent work: Application of the psychology of working theory to the school-to-work transition. Journal of Career Development, 49(1), 41-59. Maynard, Douglas C., Brondolo, E. M., Connelly, C. E., Sauer, C. E. (2015). I’m too good for this job: Narcissism’s role in the experience of overqualification. Applied Psychology-an International Review-Psychologie Appliquee-Revue Internationale, 64(1), 208–232. https://doi.org/10.1111/apps.12031 Maynard, Douglas Christopher, Joseph, T. A. (2008). Are all part-time faculty underemployed? The influence of faculty status preference on satisfaction and commitment. Higher Education, 55(2), 139–154. https://doi.org/10.1007/s10734-006-9039-z Maynard, Douglas Christopher, Parfyonova, N. M. (2013). Perceived overqualification and withdrawal behaviours: Examining the roles of job attitudes and work values. Journal of Occupational and Organizational Psychology, 86(3), 435–455. https://doi.org/10.1111/joop.12006 Maynard, Douglas Christopher, Joseph, T. A., Maynard, A. M. (2006). Underemployment, job attitudes, and turnover intentions. Journal of Organizational Behavior, 27(4), 509–536. https://doi.org/10.1002/job.389 Miao, Newman, Lamb (2012). Transformational leadership and the work outcomes of Chinese migrant workers: The mediating effects of identification with leader. Leadership, 8, 377–395. doi:10.1177/1742715012444055 Moss, Ritossa (2007). Occupational embeddedness and job performance. Journal of Organizational Behavior, 30, 863–891. doi:10.1002/job.v30:7 Mutulu, P. (2013). The effect of perceived external prestige on the relationship between perceived overqualification and both organizational commitment and turnover intention [Doctoral dissertation]. Marmara University. Naude, M. N. (2015). The development of a measure of work-related underload [Master Thesis]. Colorado State University. Neff, K. D., Vonk, R. (2010). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77(1), 23–50. Ng, Feldman (2009). Occupational embeddedness and job performance. Journal of Organizational Behavior, 30, 863–891. doi:10.1002/job.v30:7 Ng, T. W. H., Feldman, D. C. (2009). Occupational embeddedness and job performance. Journal of Organizational Behavior, 30, 863–891. doi:10.1002/job.v30:7 Noteborn, G., Carbonell, K. B., Dailey-Hebert, A., Gijselaers, W. (2012). The role of emotions and task significance in virtual education. Internet and Higher Education, 15, 176–183. Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Research, 71(2), 225–242. Oh, I., Guay, R. P., Kim, K., Harold, C. M., Lee, J., Heo, C., Shin, K. (2014). Fit happens globally: A meta‐analytic comparison of the relationships of person–environment fit dimensions with work attitudes and performance across East Asia, Europe, and North America. Personnel Psychology, 67(1), 99–152. https://doi.org/10.1111/peps.12026 Oki, T. A. (2013). Too overqualified to care: The effect of cynicism on overqualification and commitment. Marine Biotechnology, 16(6), 638–656. Okuyucu, A. A. (2014). Perceived underemployment among the foreign-born: Its outcomes and the moderating role of psychological empowerment and perceived organizational support [Master Thesis]. San Jose State University. Oldham, Cummings (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39, 607–634. doi:10.2307/256657 Osborne, D., Smith, H. J., Huo, Y. J. (2012). More than a feeling: Discrete emotions mediate the relationship between relative deprivation and reactions to workplace furloughs. Personality Social Psychology Bulletin, 38(5), 628. Özdevecioğlu, M., Kaya, Y., Dedeoğlu, T. (2015). The effect of perceived overqualification on employee performance: The mediating role of neuroticism. International Academy of Management and Business Conference. Pace, Brannick (2010). Improving prediction of work performance through frame-of-reference consistency: Empirical evidence using openness to experience. International Journal of Selection and Assessment, 18, 230–235. doi:10.1111/ Parker, S. K., Collins, C. G. (2010). Taking stock: Integrating and differentiating multiple proactive behaviors. Journal of Management, 36, 633–662. Patrick, B. C., Skinner, E. A., Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781–791. Peiró, J. M., Sora, B., Caballer, A. (2012). Job insecurity in the younger Spanish workforce: Causes and consequences. Journal of Vocational Behavior, 80(2), 444–453. https://doi.org/10.1016/j.jvb.2011.09.007 Pekrun, R., Elliot, A. J., Maier, M. A. (2009). Achievement goals and achievement emotions: testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135. Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., Perry, R. P. (2010). Boredom in achievement settings: exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., Perry, R. P. (2011). Meauring emotions in students’ learning and performance: the achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. Pekrun, R., Goetz, T., Titz, W., Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: a program of quantitative and qualitative research. Educational Psychologist, 37, 91–105. Pekrun, R., Hall, N. C., Goetz, R., Perry, R. P. (2014). Boredom and academic achievement: testing a model of reciprocal causation. Journal of Educational Psychology. Perry, R. P., Hladkyj, S., Pekrun, R. H., Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: a longitudinal field study. Journal of Educational Psychology, 93, 776–789. Pindek, S., Krajcevska, A., Spector, P. E. (2018). Cyberloafing as a coping mechanism: Dealing with workplace boredom. Computers in Human Behavior, 86, S0747563218302048. Prabhu, V., Sutton, C., Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20, 53–66. Qu, R., Shi, K., Gao, L. (2012). When leader-member exchange promotes employee creativity. Paper presented at the international conference on information management, innovation management and industrial engineering, Los Alamitos, CA. Raja, Johns (2010). The joint effects of personality and job scope on in-role performance, citizenship behaviors, and creativity. Human Relations, 63, 981–1005. doi:10.1177/ 0018726709349863 Rank, Nelson, Allen, Xu (2009). Leadership predictors of innovation and task performance: Subordinates’ self-esteem and self-presentation as moderators. Journal of Occupational and Organizational Psychology, 82, 465–489. doi:10.1348/096317908X371547 Reaves (2015). Work creativity as a dimension of job performance Rego, A., Sousa, F., Marques, C., Cunha, M. P. E. (2012). Retail employees’ self-efficacy and hope predicting their positive affect and creativity. European Journal of Work and Organizational Psychology, 21, 923–945. Reijseger, G., Schaufeli, W. B., Peeters, M. C., Taris, T. W., Van, B. I., Ouweneel, E. (2013). Watching the paint dry at work: Psychometric examination of the Dutch Boredom Scale. Anxiety Stress Coping, 26(5), 508–525. Reio Jr, T. G. (2002). The Emotions of Socialization-Related Learning: Understanding Workplace Adaptation as a Learning Process. Rego, A., Sousa, F., Marques, C., & e Cunha, M. P. (2014). Hope and positive affect mediating the authentic leadership and creativity relationship. Journal of Business research, 67(2), 200-210. Ren, H., Bolino, M. C., Shaffer, M. A., & Kraimer, M. L. (2013). The influence of job demands and resources on repatriate career satisfaction: A relative deprivation perspective. Journal of World Business, 48(1), 149-159. Richter, A. W., Hirst, G., van Knippenberg, D., Baer, M. (2012). Creative self-efficacy and individual creativity in team contexts: Cross-level interactions with team informational resources. Journal of Applied Psychology, 97, 1282–1290. Rodell, J. B., Judge, T. A. (2009). Can “good” stressors spark “bad” behavior?: The mediating role of emotions in links of challenge and hindrance stressors with citizenship and counterproductive behaviors. Journal of Applied Psychology, 94, 1438–1451. Roh, Y. H., Chang, J. Y., Kim, M. U., Nam, S. K. (2014). The effects of income and skill utilization on the underemployed’s self-esteem, mental health, and life satisfaction. Journal of Employment Counseling, 51(3), 125–141. https://doi.org/10.1002/j.2161-1920.2014.00047.x Rokitowski, L. (2012). Moderating effects of situational and interpersonal variables on perceived overqualification and job crafting relationships [Master Thesis]. The State University of New York at New Paltz. Saleem, H., Khan, M. A. (2015). Impact of workplace anger on employee behavioural outcomes: Mediating role of emotional intelligence. Research Journal of Recent Sciences, 4(8), 1–7. Sánchez-Cardona, I., Vera, M., Martínez-Lugo, M., Rodríguez-Montalbán, R., Marrero-Centeno, J. (2019). When the job does not fit: The moderating role of job crafting and meaningful work in the relation between employees’ perceived overqualification and job boredom. Journal of Career Assessment, 106907271985717. https://doi.org/10.1177/1069072719857174 Schoen, J. (2012). Utility of implicit personality: Effects of achievement motivation and evaluations on creativity. Paper presented at the academy of management conference, Boston, MA. Sesen, H., Ertan, S. S. (2020). Perceived overqualification and job crafting: The moderating role of positive psychological capital. Personnel Review, 49(3), 808–824. Shin, S. J., Kim, T. Y., Lee, J. Y., Bian, L. (2012). Cognitive team diversity and individual team member creativity: A cross-level interaction. Academy of Management Journal, 55, 197–212. Shipman, A. S. (2011). Leading for creativity: Competing leader influence tactics on creative engagement Unpublished doctoral dissertation. Norman, OK: University of Oklahoma. Simmons, A. (2006). Organizational justice: A potential facilitator or barrier to individual creativity Unpublished doctoral dissertation. College Station, TX: Texas A&M University. Simmons, A. L., Payne, S. C., Pariyothorn, M. M. (2014). The role of means efficacy when predicting creative performance. Creativity Research Journal, 26, 53–61. Simon, L. S., Bauer, T. N., Erdogan, B., Shepherd, W. (2019). Built to last: Interactive effects of perceived overqualification and proactive personality on new employee adjustment. Personnel Psychology, 72(2), 213–240. https://doi.org/10.1111/peps.12297 Song, W., Gu, Q., Yu, H. (2014). The effects of learning-goal orientation on employee creativity and job performance. Industrial Engineering and Management, 19, 28–34. Spector, P. E., Fox, S., Penney, L. M., Bruursema, K., Goh, A., Kessler, S. (2006). The dimensionality of counterproductivity: Are all counterproductive behaviors created equal? Journal of Vocational Behavior, 68(3), 446–460 Spector, P. E., Fox, S., Penney, L. M., Bruursema, K., Goh, A., Kessler, S. (2006). The dimensionality of counterproductivity: Are all counterproductive behaviors created equal? Journal of Vocational Behavior, 68(3), 446–460. Stavrova, O., Urhahne, D. (2010). Modification of a school programme in the Deutsches museum to enhance students; attitudes and understanding. International Journal of Science Education, 32, 2291–2310. Stock, R. M. (2016). Understanding the relationship between frontline employee boreout and customer orientation. Journal of Business Research, 69(10), 4259–4268. Stupnisky, R. H., Perry, R. P., Renaud, R. D., Hladkyj, S. (2013). Looking beyond grades: Comparing self-esteem and perceived academic control as predictors of first-year college students’ well-being. Learning Individual Differences, 23(1), 151–157. Tamannaeifar, M. R., Motaghedifard, M. (2014). Subjective well-being and its sub-scales among students: The study of role of creativity and self-efficacy. Thinking Skills and Creativity, 12, 37–42. Tebbe, E. A., Allan, B. A., Bell, H. L. (2018). Work and well-being in TGNC adults: The moderating effect of workplace protections. Journal of Counseling Psychology, 66(1), 1. https://doi.org/10.1037/cou0000308 Thøgersen-Ntoumani, C., Ntoumanis, N., Cumming, J., Bartholomew, K. J. (2011). Can self-esteem protect against the deleterious consequences of self-objectification for mood and body satisfaction in physically active female university students? Journal of Sport Exercise Psychology, 33(2), 289. Tierney, P., Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137–1148. Tierney, P., Farmer, S. M. (2004). The Pygmalion process and employee creativity. Journal of Management, 30, 413–432. Tierney, P., Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96, 277–293. Tierney, P., Farmer, M., Graen, G. B. (1999). An examination of leadership and employee creativity: The relevance of traits and relationships. Personnel Psychology, 52, 591–620. Triana, M. del C., Trzebiatowski, T., Byun, S.-Y. (2017). Lowering the threshold for feeling mistreated: Perceived overqualification moderates the effects of perceived age discrimination on job withdrawal and somatic symptoms. Human Resource Management, 56(6), 979–994. https://doi.org/10.1002/hrm.21812 Tuna, C., Aye Begüm Otken. (2014). Organization-based self-esteem as a moderator of the relationship between employee dissent and turnover intention. Procedia - Social and Behavioral Sciences, 150, 404–412. Tze, M. C. (2011). Investigating academic boredom in Canadian and Chinese students (Master’s thesis). Retrieved from https://era.library.ualberta.ca/public/view/item/uuid:09ca4fc1-8229-4a6a-acdff4bf74ae7d44. Accessed 10 June 2012. Tze, V. M. C., Daniels, L. M. (2013) [Precursors to boredom]. Unpublished raw data. Tze, V. M. C., Klassen, R. M., Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary of Educational Psychology, 39, 175–187. Van Hooff, M. L. M., Van Hooft, E. A. J. (2014). Boredom at work: Proximal and distal consequences of affective work-related boredom. J Occup Health Psychol, 19(3), 348–359. Wang, C. J., Tsai, H. T., Tsai, M. T. (2014). Linking transformational leadership and employee creativity in the hospitality industry: The influences of creative role identity, creative self-efficacy, and job complexity. Tourism Management, 40, 79–89. Wang, Chiang, Tsai, Lin, Cheng (2013). Gender makes the difference: The moderating role of leader gender on the relationship between leadership styles and subordinate performance. Organizational Behavior and Human Decision Processes, 122, 101–113. doi:10.1016/j.obhdp.2013.06.001 Wang, D., Zhao, Y. (2011). Job autonomy, skill variety and employee creativity: A moderating-effect model based on personality characteristics. Journal of Business Economics, 240, 43–50. Wang, G., Ma, X. (2013). The effect of psychological climate for innovation on salespeople’s creativity and turnover intention. Journal of Personal Selling Sales Management, 33, 373–388. doi:10.2753/PSS0885-3134330402 Wang, S. H. (2009). Thinking outside of the box when the box is missing: Examining the curvilinear relation between role ambiguity and creativity Unpublished doctoral dissertation. Urbana-Champaign, IL: University of Illinois Urbana Champaign. Wang, S., Peng, Z. (2013). Study on the influence of new employee feedback seeking on innovative behavior. Management Review, 25, 156–164. Wang, Z., Xu, S., Sun, Y., Liu, Y. (2019). Transformational leadership and employee voice: An affective perspective. Frontiers of Business Research in China, 13(1), 2. https://doi.org/10.1186/s11782-019-0049-y Wassermann, M., Fujishiro, K., & Hoppe, A. (2017). The effect of perceived overqualification on job satisfaction and career satisfaction among immigrants: Does host national identity matter?. International Journal of Intercultural Relations, 61, 77-87. Watt, A. H. (2007). The impact of managerial virtuality on employee performance. Manhattan, NY: Rensselaer Polytechnic Institute Weymer, A. S. Q., & Maciel, C. D. O. (2014). The influence of the Overqualification and Learning on Individuals’ job Satisfaction. Revista Brasileira de Gestão de Negócios, 16, 96-109. Wigert, B. G. (2013). The influence of divergent and convergent problem construction process on creative problem solving Unpublished doctoral dissertation. Lincoln, NE: University of Nebraska. Wu, C.-H., Luksyte, A., Parker, S. K. (2015). Overqualification and subjective well-being at work: The moderating role of job autonomy and culture. Social Indicators Research, 121(3), 917–937. https://doi.org/10.1007/s11205-014-0662-2 Yang, F., Zhang, L. (2012). Effects of team communication and job insecurity climate on innovative behavior: The moderating role of creative self-efficacy. Acta Psychologica Sinica, 44, 1383–1401. Yao, Y., Yan, Q., Du, M. (2014). The effect of leader feedback providing on subordinates’ innovative behavior. Science Technology Progress and Policy, 31, 149–154. Ye, X., Li, L., Tan, X. (2017). Organizational support: Mechanisms to affect perceived overqualification on turnover intentions: A study of chinese repatriates in multinational enterprises. Employee Relations, 39(7), 918–934. https://doi.org/10.1108/ER-11-2016-0213 Yost, A. B., Behrend, T. S., Howardson, G., Darrow, J. B., Jensen, J. M. (2018). Reactance to electronic surveillance: A test of antecedents and outcomes. Journal of Business Psychology, 7, 1–16. Yu Frankel (2013). Explaining task performance and creativity from perceived organizational support theory: Which mechanisms are more important? Journal of Organizational Behavior, 34, 1165–1181. doi:10.1002/job.1844 Yu, M., Gu, Q., Zhu, A. (2014). Employee-organization relationship and innovative behavior: A moderated mediation model. R&D Management, 26, 140–146. Yunlu, D. G. (2013). An integrated view of personal, relational, and organizational resources: How they ignite creative behavior at work Unpublished doctoral dissertation. Milwaukee, WI: University of Wisconsin – Milwaukee. Zhang Bartol (2010b). The influence of creative process engagement on employee creative performance and overall job performance. Journal of Applied Psychology, 95, 826–873. Zhang, H., Kwan, H. K., Zhang, X., Wu, L. Z. (2012). High core self-evaluators maintain creativity: A motivational model of abusive supervision. Journal of Management, 4, 1151–1174. Zhang, H., Lu, R., Jiang, J. (2012). Study on the effect of self-leadership on employee’s innovation behavior in service enterprise. R&D Management, 94–103. Zhang, J., Fan, Y., Yu, W. (2014). Employee creativity: A rational cognitive perspective. Science of Science and Management of Science and Technology, 35, 138–150. Zhang, M. J., Law, K. S., Lin, B. (2016). You think you are big fish in a small pond? Perceived overqualification, goal orientations, and proactivity at work. Journal of Organizational Behavior, 37(1), 61–84. https://doi.org/10.1002/job.2024 Zhang, X., Zhou, J. (2014). Empowering leadership, uncertainty avoidance, trust, and employee creativity: Interaction effects and a mediating mechanism. Organizational Behavior and Human Decision Processes, 124, 150–164. Zhang, Y., Li, Y. (2011). Leadership style, psychological empowerment, and employee creativity. Science Technology Progress and Policy, 28, 140–146. Zhang, Y., Long, L. (2013). The impact of pay for performance on employees’ creativity: Moderating effect of person-job fit and mediating effect of creative self-efficacy. Acta Psychologica Sinica, 44, 1383–1401. Zhang, Y., Lepine, J. A., Buckman, B. R., Wei, F. (2014). It’s Not Fair . . . Or Is It? The role of justice and leadership in explaining work stressor-job performance relationships. Academy of Management Journal, 57, 675–697. doi:10.5465/amj.2011.1110 Zhen, Aryee (2007). Delegation of work outcomes: An examination of the cultural context of mediating processes in China. Academy of Management Journal, 50, 226– 238. doi:10.5465/AMJ.2007.24162389 Zheng, B., Wang, Z. (2017). Perceived overqualification and its outcomes: The moderating role of organizational learning. Social Behavior and Personality: An International Journal, 45(10), 1675–1690. https://doi.org/10.2224/sbp.6349 Zhou, H., Long, L. (2011). Effects of job insecurity and creative self-efficacy on employees’ creativity. Acta Psychologica Sinica, 43, 929–940. Zhu, X., Peng, F. (2012). Facilitating employee creativity: The role of social exchange relationship quality. Paper presented at the academy of management conference, Boston, MA. 曹焱. (2017). 资质过高感知、知识共享与团队绩效的关系研究 (硕士学位论文). 武汉科技大学. 陈洪安, 黄一帆, 臧文佩. (2018). 资质过剩与组织公民行为的关系研究——基于角色效能感的中介效应. 安徽师范大学学报:自然科学版, 41(6), 5-12+45. 陈明淑, 向琴. (2019). 资质过高感与员工创造力:反馈寻求行为与组织创造力支持感的作用. 中国人力资源开发, 36(9), 6-17,104. 陈佩,徐渊 石伟.(2019).服务业员工个人-组织匹配对组织公民行为的影响:有调节的中介模型. 心理科学(02),407-414. 陈晓. (2018). 排斥还是接纳：资质过剩感的人际理论模型研究. (博士学位论文). 华中科技大学. 陈晓燕. (2016). 员工资质过高对工作绩效的影响——组织支持感的调节效应 (硕士学位论文). 内蒙古农业大学. 陈颖媛, 邹智敏, 潘俊豪. (2017). 资质过剩感影响组织公民行为的情绪路径. 心理学报, 49(1), 72–82. 陈雨薇. (2016). 资质过剩感知对员工越轨行为的影响机制研究 (硕士学位论文). 暨南大学. 程豹, 周星, 郭功星. (2019). 资质过剩感知影响员工职业满意度的认知路径. 经济管理, 41(2), 107–121. 邓绍敏. (2019). 资质过剩感知对组织网络偏离行为的影响研究 (硕士学位论文). 武汉科技大学. 丁秀玲,王慧 赵李晶. (2019). 员工资质过剩的成因、影响及管理策略——高质量发展语境的审视. 江海学刊 (02),238-242. 范盈盈.(2014). 个体—组织匹配对员工创新行为的影响研究(硕士学位论文). 湖南大学. 高则锋.(2017). 高校教师个人—环境匹配对个体创新行为的影响(硕士学位论文). 延边大学. 葛晶晶. (2016). 常规与非常规工作状态下领导者激励模式的心理机制研究 (博士学位论文). 哈尔滨工业大学. 耿丽媛. (2017). 资质过剩感知对员工沉默行为的影响研究 (硕士学位论文). 东北财经大学. 郭腾飞, 田艳辉, 刘瑞瑞, 王明辉. (2015). 知识型员工资质过高感知对其知识分享行为和情感承诺的影响机制. 软科学, 29(3), 88–92. 郭腾飞,田艳辉,刘瑞瑞 王明辉.(2015).知识型员工资质过高感知对其知识分享行为和情感承诺的影响机制. 软科学(03),88-92. 韩浩. (2019). 资质过剩感对员工主动性创新行为的影响机制研究 (硕士学位论文). 华中师范大学. 何伟怡, 张梦桃. (2020). 资质过剩、心理距离与员工创新行为:企业社会责任的跨层调节作用. 科技进步与对策, 37(8), 144–152. 黄泽群, 颜爱民, 陈世格, 徐婷. (2019). 资质过高感对员工敬业度的影响:组织自尊和高绩效工作系统的作用. 中国人力资源开发, 36(9), 18–31. 简珊雅. (2019). 社会比较倾向和资质过剩感对反生产行为的影响：工作满意度和心理特权的作用 . (硕士学位论文). 闽南师范大学) 金玲玲.(2012).个人—组织匹配、情感承诺和组织公民行为的关系研究(硕士学位论文). 苏州大学. 李珲, 丁刚. (2019). 资质过剩对新生代员工创新绩效的作用机理——工作塑造的中介作用与职业延迟满足的调节效应. 技术经济与管理研究 (6), 3–9). 李佳琪. (2018). 资质过剩感知与关系绩效的相关研究 (硕士学位论文). 东北财经大学. 李建定.(2015).人—岗匹配对组织公民行为影响的研究(硕士学位论文). 哈尔滨工业大学. 李锡元, 舒熳, 孔靓. (2018). 目标导向对资质过剩感消极结果的调节作用. 软科学, 32(2), 111–114. 李瑛丽. (2020). 资质过剩感对组织报复行为的影响——一个有调节的中介模型 (硕士学位论文). 西北师范大学. 梁昊, 李锡元, 舒熳. (2019). 资质过剩对员工创新行为的影响——一个跨层的调节模型. 软科学, 33(2), 122–125. 刘娇. (2018). 基于资质过剩感知的知识型员工创新绩效的影响研究. 创新创业理论研究与实践, 1(23), 11–15. 刘金菊, 席燕平. (2016). 员工资质过高感与工作退缩行为的关系：心理授权的调节作用. 中国人力资源开发 (15), 73-78,96. 刘金菊, 孙健敏, 张瑞娟. (2014). 组织中员工资质过高感对工作绩效的影响——社会交换关系的调节作用. 中国人力资源开发 (15), 33–41. 刘巨钦, 宗博强. (2019). 职场排斥与员工建言行为：组织自尊的 中介效应和主动性人格的调节效应. 首都经济贸易大学学报, 21(4), 65–73. 刘丽华.(2020).匹配视角下高绩效工作系统对组织公民行为的影响:心理授权的调节作用. 暨南学报(哲学社会科学版)(01),31-42. 刘培琪, 刘兵, 李嫄. (2018). 授权型领导对知识型员工知识分享意愿的影响——基于社会信息加工的视角. 技术经济, 37(7), 81-87,98. 刘瑞瑞. (2011). 员工资质过高感知的内容结构及其相关研究 (硕士学位论文). 河南大学. 刘艳. (2019). 资质过剩感知对知识分享行为的影响研究 (硕士学位论文). 江西师范大学. 刘祯.(2013).个人—组织契合与反生产行为的关系研究(博士学位论文). 华南理工大学. 鹿贝贝.(2015).个人—组织契合对反生产行为的影响机制研究(硕士学位论文). 吉林大学. 马蓓, 胡蓓, 侯宇. (2018). 资质过高感对员工创造力的U型影响——能力面子压力的中介作用. 南开管理评论, 21(05), 152–163. 马春来. (2018). 组织成员资质过高与退缩行为——心理授权的调节作用. 领导科学 (5), 42–44. 马乐. (2018). 资质过高感知对员工建言行为的影响——一个有调节的中介模型 (硕士学位论文). 上海师范大学. 齐涛.(2018).知识员工个人—组织匹配对创新行为的影响：工作投入的中介效应与工作重塑的调节效应(硕士学位论文). 深圳大学. 沈国榕.(2019).个人-组织匹配与员工创造力的关系研究(硕士学位论文). 北京外国语大学. 石冠峰, 姚波兰, 赵婉莹. (2019). 员工资质过高感对建言的影响——遵从权威、前摄型人格的调节. 领导科学 (14), 59–62. 苏伟琳, 林新奇. (2019). 建设性上级反馈对员工组织自尊与建言行为的影响机制. 技术经济, 8, 119–126. 汪荟萃. (2020). 资质过剩与知识共享意愿的关系——PIS 与领导发展性反馈的作用 (硕士学位论文). 安徽大学. 汪鲁斌. (2017). 资质过剩感与员工建言：领导征询的作用 (硕士学位论文). 苏州大学. 汪群.(2017).多重匹配视角下员工组织公民行为研究(硕士学位论文). 西南政法大学. 王爱华.(2017).个人—组织匹配对员工创造力的作用机制研究(硕士学位论文). 石河子大学. 王朝晖. (2018). 大材小用的员工如何发挥创造力?——愤怒、创造自我效能和调节定向的作用. 研究与发展管理, 30(05), 92–103. 王朝晖. (2019a). 员工资质过剩感与创新行为关系研究:社会认知理论的视角. 科技与经济, 32(3). 王朝晖. (2019b). 员工资质过剩感与越轨创新——基于悖论视角的链式中介关系研究. 经济经纬, 36(05), 128–134. 王朝晖. (2020). 资质过剩感与个人-组织匹配的耦合对主动式创造力的影响机制. 科学学与科学技术管理, 41(7), 139–155. 王弘钰, 万鹏宇, 张振铎. (2020). 资质过剩感、证明目标导向与越轨创新:未来关注的视角. 商业经济与管理 (02), 45–55. 王慧. (2019). 资质过剩影响主动性行为的研究 (硕士学位论文). 南京财经大学. 王萍, 王玉峰, 王树进. (2020). 资质过高感对员工离职意愿的影响机制研究. 福建茶叶, 42(01), 69–71. 王生斌.(2018).民族地区旅游业个人-组织契合对服务导向公民行为的影响研究. 商业研究(07),33-39. 王雁飞 朱瑜.(2012).组织社会化与员工行为绩效——基于个人—组织匹配视角的纵向实证研究. 管理世界(05),109-124. 王莹.(2019).个人—组织匹配对员工创新行为的影响研究(硕士学位论文). 广西科技大学. 王子婧.(2018).个人—组织价值观匹配与员工创新行为的关系研究(硕士学位论文). 内蒙古财经大学. 翁鑫浩. (2020). 资质过剩感对员工建言行为的影响——以组织支持感为调节变量 (硕士学位论文). 浙江师范大学. 吴江. (2019). 体面劳动、组织自尊与员工创新行为——基于劳动权益保障和组织创新奖励视角. 预测, 38(6), 39–44. 夏麟顗. (2018). 基于JD-R三维模型的企业员工工作场所拖延研究——组织自尊的调节作用 (硕士学位论文). 重庆大学. 校锐. (2018). 情绪管理视角下资质过剩对组织公民行为的作用机制分析. 领导科学 (17), 33–35. 谢文心, 杨纯, 周帆. (2015). 资质过剩对员工工作形塑行为关系的研究–工作疏离感与心理弹性的作用. 科学学与科学技术管理 (2), 149–160. 谢文心. (2015). 资质过剩感知对员工组织公民行为影响的研究. 浙江大学. 许瑞冰. (2020). 资质过剩对主动行为的“双刃剑”效应——基于主动行为动机过程的研究 (硕士学位论文). 山东大学. 杨茜.(2016).个人组织匹配、内在动机与员工创新行为的关系研究(硕士学位论文). 山西财经大学. 杨英.(2011).人—组织匹配、心理授权与员工创新行为关系研究(博士学位论文). 吉林大学. 姚波兰. (2019). 员工资质过高感对创新行为的作用机制研究 (硕士学位论文). 石河子大学. 姚如双. (2018). 资质过剩感对员工创造力影响机制研究 (博士学位论文). 华南理工大学. 应莺. (2019). 职场排斥对建言行为的影响研究——基于自我保护模型与印象管理理论 (硕士学位论文). 浙江工商大学. 余璇, 陈维政. (2016). 整体公平感与员工工作场所行为:组织信任和组织自尊的不同作用. 华东经济管理, 30(3), 131–135. 袁凌, 曹洪启, 张磊磊. (2018). 资质过高感对员工知识共享行为的影响:一个被调节的中介模型. 科技进步与对策, 35(22), 131–137. 袁野. (2019). 资质过剩对员工创新行为的影响机制研究 (硕士学位论文). 山西财经大学. 张宏.(2020).个人—组织价值观匹配对员工创新行为的影响研究(硕士学位论文). 云南财经大学. 张建平, 刘善仕, 李焕荣. (2020). 资质过剩感知与员工内部创业的曲线关系及作用机制研究. 管理学报, 17(6), 75–84. 张姣姣.(2018).资质过剩感对工作重塑行为的影响机制研究(硕士学位论文). 深圳大学. 张丽.(2013).人—环境匹配对知识型员工反生产行为影响的实证研究(硕士学位论文). 东北大学. 张琳.(2015).个人—组织匹配对员工创新行为的影响研究(硕士学位论文). 浙江大学. 张舒雅.(2019).人岗匹配与组织公民行为的关系研究——基于组织公平感的中介作用. 现代商业(03),102-103. 张亚军, 尚古琦, 张军伟, 周芳芳. (2019). 资质过剩感与员工工作绩效:心理权利的视角. 管理评论, 31(12), 194–206. 张艳. (2018). 资质过剩感与员工建言行为：一个认知情绪的双路径模型 (硕士学位论文). 华中师范大学. 张永军, 于瑞丽, 魏炜. (2016). 挑战性-阻断性压力与创造力:情绪的中介作用. 华东经济管理, 30(01), 156–161. 张永军. (2015). 伦理型领导对员工反生产行为的影响：基于组织的自尊的中介检验. 中国管理科学, 23, 645–649. 赵琛徽, 陈兰兰, 陶敏. (2019). 服务行业员工资质过剩感知对情绪劳动的影响——组织自尊的中介与心理授权的调节, 41(1), 89–105. 赵恒春 彭青.(2020).企业员工资质过剩感对工作投入的影响研究——基于工作成就感和公平敏感性的作用机制. 郑州大学学报(哲学社会科学版)(02),67-72+127. 赵李晶, 张正堂, 宋锟泰. (2018). 资质过剩对员工建言行为的影响机制研究——内部人身份认知和心理特权的作用.经济经纬35(6), 101–106. 赵李晶, 张正堂, 宋锟泰, 陈钰瑶. (2019). 基于资源保存理论的资质过剩与员工时间侵占行为关系研究. 管理学报 , 16 (4), 506–513. 赵李晶,张正堂,宋锟泰 陈钰瑶.(2019).基于资源保存理论的资质过剩与员工时间侵占行为关系研究. 管理学报(04),506-513. 赵申苒, 高冬东, 唐铮, 李宗波, 王明辉. (2015). 员工资质过高感知对其创新行为和工作满意度的影响机制. 38 (2), 433–438. 赵素芳, 王才, 周文斌. (2019). 绿色人力资源管理实践感知、资质过高感与员工绿色行为.科技进步与对策, 36(16), 133–139. 肇玲. (2017). 资质过高感知对员工建言的影响研究 (硕士学位论文). 东北财经大学. 周晔, 黄旭, 谢五届. (2020). 资质过剩感会激发员工建言吗?——基于公平启发视角. 管理评论, 32(8), 1–12. 朱潜力. (2018). 国有企业员工资质过剩、心理可得性与创新行为的关系研究 (硕士学位论文). 重庆大学.
