Purpose The purpose of this paper is to explore how a perceived ethical climate influences employees’ intention to whistle-blow through internal organizational channels and incorporates the mediating role of organizational identification and moral identity as well as the moderating role of individual risk aversion. Design/methodology/approach The five proposed hypotheses were tested using hierarchical regression analysis with two waves of data collected in 2016 from 667 employees in Chinese organizations. Findings The findings indicate that perceived ethical climate had a positive effect on employees’ internal whistle-blowing intention, which was mediated by organizational identification and moral identity. Furthermore, employees’ risk aversion weakened the effect of organizational identification, while the moderating role by moral identity on internal whistle-blowing intention was not validated. Originality/value This study explains the psychological mechanism of whistle-blowing intention from the perspective of social identity, which contributes to opening the “black box” of the transmitting processes from the perceived ethical climate to whistle-blowing intention. This study also extends the literature by defining a boundary condition of risk aversion that hinders organizational identification influence on employee whistle-blowing intention.

Pu-erh tea is a popular beverage in Southeast Asia, especially in many areas of China. Natural fungal inoculation and fermentation form its special quality and function in health care. At the same time, a common assumption is that unknown fungi from natural inoculation may pose a risk for safety of drinking the beverage, leading to an urgent need for a thorough fungal survey of Pu-erh tea. The present paper reports the natural fungal colonizations isolated from 60 representative samples. The results of the survey showed that the fungal colonizations were isolated from all the samples studied, ranging from 1.6 ¥ 10 3 to 1.16 ¥ 10 5 cfu/g, and 62 isolates were identified to belong to 41 species of 19 genera, including 13 species of Aspergillus and seven species of Penicillium, and 21 species of other genera. The predominant fungi were yeasts and different species of the genus Aspergillus. The concrete species of the dominant fungi varied with environment conditions of various production places. Sample parameters such as water content, A W , pH, polyphenol content were recorded, though they appeared to have no obvious effects on the total number of fungi, whereas processing and storage methods evidently affected total number of fungi. Some species of fungi such as Aspergillus fumigatus, Penicillium spp., Trichoderma spp. and Fusarium culmorum, etc., which maybe excrete toxic metabolites, were isolated in the survey. Further evaluation on the safety of these fungi isolated from Pu-erh tea products is needed. PRACTICAL APPLICATIONSThis study investigated the fungal colonizatins exisiting in Pu-erh tea and some parameters concerning the storage of Pu-erh tea. These findings will help 3 Corresponding

As an important predictor of academic achievement and an effective indicator of learning quality, academic engagement has attracted the attention of researchers. The present study explores the relationship among adolescent self-esteem and academic engagement, the mediating effect of academic self-efficacy, and the moderating effect of perceived social support. Four-hundred and eighty adolescents (Mage = 14.92) from the Hebei Province of China were recruited to complete anonymous questionnaires. The results show that self-esteem positively predicted adolescent academic engagement through the indirect mediating role of academic self-efficacy, and the percentage of this mediation effect of the total effect was 73.91%. As a second-stage moderator, perceived social support moderated the mediating effect of academic self-efficacy. Specifically, when students felt more perceived social support, the impact of academic self-efficacy on their academic engagement was greater. Our findings suggest that adolescent self-esteem, academic self-efficacy, and perceived social support are key factors that should be considered together to improve adolescent academic engagement. Therefore, parents and school educators should actively guide adolescents to improve their self-esteem and academic self-efficacy. Parents and educators should also construct an effective social support system to improve students’ perceived social support and enhance their academic engagement.