Purpose -It has been known for some time that job stress has a wide-ranging, negative impact on employees. It has also been known that providing employees with autonomy and/or control over their work environment reduces the deleterious consequences of job stress. The purpose of this study is to examine whether control in the form of flex-time (i.e. allowing employees to create their own work schedules) moderates the impact of stress on intrinsic and extrinsic motivation among Russian, Canadian, and Israeli Arab employees (n ¼ 933). Design/methodology/approach -Archival data that was obtained from employees (n ¼ 933) residing in three different nations was analysed via hierarchical moderated multiple regression. Findings -In relation to extrinsic motivation, a significant interaction was observed between job stress, flex-time, and country of residence. Although flex-time and country of residence were significant predictors of intrinsic motivation, no significant interactions were observed. Originality/value -This is one of few papers to examine flex-time from an international perspective. In terms of value, human resource managers are made aware that the impacts of flex-time on employees' motivation depends, in part, on the nation in which they are employed.

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Self-efficacy has become a significant topic of investigation in both the psychological and organizational literatures. While psychology scholars typically insist efficacy beliefs should be treated as being domain specific, management scholars regularly treat efficacy beliefs as being generalized. The current study examines the relationships between generalized self-efficacy, domain-specific (i.e., work) selfefficacy, and two work-related outcome variables: leader-member exchange and learning. It was hypothesized that work self-efficacy beliefs would fully mediate the relationships that may exist between generalized self-efficacy beliefs and the workrelated outcomes under investigation. Data was obtained from state government employees (n = 133) located in the Southeastern United States, and structural equation modeling supported this hypothesis. Practical and research implications are discussed.

Smaller snack package variants are ubiquitous in the food marketplace. Although it is assumed that consumers intend to consume less because snacks are placed into smaller packages, consumer intentions are never measured. This research examines dietaryrestrained consumers' consumption intentions of smaller snack package variants found in the marketplace described by snack type (i.e. less healthy, more healthy -as per Guiding Stars® food labelling system) and front-of-package calorie labelling (99 calories, 100 calories). We conducted an online experiment wherein 203 participants were exposed to the aforementioned snack package variants and their consumption intentions were subsequently measured. A regression analysis revealed that consumers who are highly dietary restrained intend to consume more when (a) the snack is relatively healthier and (b) it includes 99-calorie front-of-package labelling. We discuss the idea that dietary-restrained consumers are not likely to view smaller packaged snacks as portion control devices, but rather, as a means to eat more of a healthier food.

Purpose The main purpose of this study was to examine which job resources are most valuable for research productivity, depending on varying teaching demands. Design/methodology/approach Data was collected from 324 management faculty at research, balanced and teaching (i.e. respectively low-, moderate- and high-teaching demands) public universities in the United States. Findings Results showed that no single job resource predicted research productivity across all three types of schools. At research schools (i.e. low-teaching demands), productivity was positively associated with job resources including summer compensation, level of protection for untenured faculty and number of research assistant hours, while negatively associated with travel funding. At balanced schools (i.e. moderate-teaching demands), research output was positively associated with time allocated to research, grant money, travel funding and conference attendance, while negatively associated with amount of consulting hours. At teaching schools (i.e. high-teaching demands), the only significant resource was time allocated to research. Practical implications This paper can help management faculty and business school leaders understand what resources are most appropriate given the teaching demands associated with the specific institution, and by further helping these institutions attract and retain the best possible faculty. Originality/value This study extends prior work on academic research performance by identifying resources that can help faculty publish given different levels of teaching demands. This is important as teaching demands tend to be relatively stable within an institution, while they can vary greatly across types of institutions.