We used psychological contract theory as a framework to meta-analytically review subjective and objective predictors of employees' perceived job insecurity. Seventy-six samples from 68 studies were included in our review. Results revealed that lower levels of job insecurity are associated with having an internal locus of control, lower amounts of role ambiguity and role conflict, greater amounts of organizational communication, less organizational change, younger employees, and white-collar and permanent work. Moderator analyses further revealed that relations between job insecurity and age, gender, education, and formal contracts are moderated by unemployment rates, countries of origin, and type of job insecurity measure. We discuss theoretical and practical implications for psychological contract theory and occupational health, and offer directions for future research.

A meta‐analytic path analysis with k = 52 studies and sample size of roughly 17,000 showed that enhanced perceptions of organizational honesty is the primary mechanism by which realistic job previews (RJPs) influence voluntary turnover. This suggests revisions to RJP theory to incorporate social exchange and the way RJPs lead individuals to feel about the organization. Results assessing several new potential moderators of relationships between RJPs and turnover found that the most effective RJP design may be an oral or written RJP delivered posthire and designed to signal organizational honesty. We discuss several key theoretical and practical implications of the results based on a novel signaling theory perspective on RJPs.

Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

Purpose – The purpose of this paper is to examine relationships between cross-cultural adjustment and stress of expatriate employees with families in a multinational corporation and identify common stressors reported during international transitions. Design/methodology/approach – This study utilized both quantitative and qualitative methods through an online survey based tool. The CernySmith Assessment captured the statistical measures of objective adjustment scales along with written in, subjective stressor responses from a sample of expatriates. Findings – Overall subjective stress level was negatively correlated with all five objective adjustment domains (organizational, cultural, relational, behavioral, and personal). Seven stressor categories (cultural, occupational, relational, historical, crisis, spiritual, physical) demonstrated statistically significant negative relationships with overall adjustment. Regression analysis indicated expatriate adjustment was predicted by spiritual, occupational, and support stressors. Write-in stressor responses provided specific expressions of individual stress challenges, strains, and hassles that support predicted relations according to the Family Adaptation and Adjustment Response model. Research limitations/implications – This study provides a snapshot of objective adjustment interacting with subjective stress for expatriate employees from a single international organization during a specific time period. Originality/value – These findings provide insights to organizations and human resource development professionals as well as to expatriates and their families on how stress impacts expatriate adjustment. It also highlights the need for support mechanisms to ease transitions and reduce stressors.

Despite the prominence of study abroad programs, few are offered in the field of psychology. The current study sought to investigate the impact of study abroad programs in psychology through a comparison of study abroad and domestic student cultural competencies. Participants included 104 undergraduate students enrolled in either a psychology study abroad program or domestic psychology courses who completed pre–post Cross-Cultural Adaptability Inventory measures. Results indicated greater emotional resilience, perceptual acuity, and cultural adjustment in study abroad students when compared to domestic students. Results suggest that by incorporating the experiential learning of study abroad with psychology’s focus on human behavior, faculty can create high-impact learning environments that foster student cultural competencies.