The extant literature has focused on individuals’ knowledge-sharing behavior and its driving factors, which stimulate the knowledge transmission and exchange in organizations. However, little research has focused on factors that inhibit knowledge sharing and encourage individuals to hide their knowledge. Therefore, based on social exchange and displaced aggression theories, the study proposed and checked a model that examined the effect of abusive supervision on knowledge hiding (KH) via a psychological contract breach (PCB). The Psychological ownership was regarded as a boundary condition on abusive supervision and KH relationship. Using a time-lagged method, we recruited 344 full-time employees enrolled in an executive development program in a large university in China. The findings show that PCB mediates the association between abusive supervision and KH. Similarly, psychological ownership moderates the association between abusive supervision and KH. Employees with high psychological ownership minimized the effect of abusive supervision on KH. Based on study findings, contributions to theory and practice, limitations, and future directions are discussed.

An increasing digitalization in all aspects of life and work reshapes traditional assumptions about human creativity. Both scholars and practitioners raise many questions with regards to how to stimulate employee creativity in the digital work context. While there are many studies that examine predictors of employee creativity, little effort has been made thus far to synthesize these findings in way that would provide meaningful guidance to organizations and to provide bases for future research. With this paper we aim to contribute to filling this gap. We systematically review empirical studies on predictors of employee creativity published in the past 30 years and organize findings following an established human resources management framework: Ability–Motivation–Opportunity (AMO) theory. This organizing framework enables us to clearly depict how contextual factors (a) separately and (b) jointly influence individual employee creativity. Specifically, it enables us to depict two possible models—combination and multiplicative models—through which contextual factors interact with individual factors in predicting employee creativity. Through synthesizing evidence for each of the models, we demonstrate to scholars and practitioners what is known about the interactional effects of contextual and personal factors on employee creativity, and what still needs to be studied if we are to take the field of research on creativity in the digital era forward.

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Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online selfdirected learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL self-regulated online reading activities. Pretest and posttest on reading performance and their cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation, and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology.The results emphasized that (a) students' reading ability and cognitive hierarchy significantly improved through biofeedback stimulation. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multilevel hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment.

Despite the growing attention on the topic of abusive supervision, how abusive supervision affects individual and team creativity have not yet been thoroughly investigated. Drawn from the perspective of leader-member exchange (LMX), the current study develops a multilevel model to describe the relationships between abusive supervision and creativity at both team and individual levels, with a focus on the roles played by team-level leader-member exchange (TLMX) and LMX differentiation (DLMX). Based on data collected from 319 team members and their team leaders in 71 teams, the results show that abusive supervision has a negative relationship with TLMX, a practice that is conducive to both team and individual creativity. At the team level, the negative relationship between abusive supervision and TLMX is lessened by a higher level of DLMX. In addition, the positive relationship between TLMX and team creativity is weakened by a higher level of DLMX. Theoretical and practical implications of the findings are discussed.