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In this research, we develop a theoretical model that links a 2-dimensional model of stressors to individual thriving, resilience, and life satisfaction to examine the possibility that some stressors may actually be beneficial. We test this model across a 10-week period with 189 university students. Our findings indicate that while hindrance stressors diminish appraisals of life satisfaction, challenge stressors promote life satisfaction. Additionally, we find that thriving mediates the relationships between stressors and life satisfaction. A further moderated mediation examination demonstrates how resilience influences thriving as an intervening mechanism by buffering the negative indirect effects in the hindrance stressor–life satisfaction relationship. Our results provide initial support for understanding the psychological mechanisms that explain the differential relationships between stressors and life satisfaction. Although stressful experiences can never be fully avoided, our results provide some hope that resilient individuals can still thrive in stressful environments that promote personal challenges and achievement.

To assess potential boundary conditions in the relationship between HRM systems and team service quality, we examined both collective and individual-level capabilities as underlying mechanisms between team-level high involvement work practices (HIWPs) and team service quality. Using multi-level modelling with a sample of 397 employees in 25 work teams from five service organisations, we found that team HIWPs enhanced knowledge sharing, leading to improved team service climate. Moreover, the presence of individual perspective taking moderated the mediating effect of knowledge sharing such that perspective taking enhanced service climate beyond the value of team HIWPs. The results contribute to the HRM literature by examining the multi-level social and environmental influences on individual learning conceptualised in social cognitive theory, to identify the value of individual capabilities as moderators to knowledge sharing in the link between team HRM systems and service climate.

Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals' general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics education on the positive psychological outcomes of perspective-taking, moral efficacy, moral courage, and moral meaningfulness. To examine our research hypotheses, we utilized a pretest-posttest quasi-experimental design consisting of three ethics education groups (control, embedded modules, and stand-alone courses). Findings revealed that both embedded and stand alone courses were effective in enhancing participants' perspective-taking, moral efficacy, and moral courage. Moral meaningfulness was marginally enhanced for the embedded module condition. Moral judgment and knowledge of responsible conduct of research practices were not influenced by either ethics education condition. Contrary to expectations, stand alone courses were not superior to embedded modules in influencing the positive psychological outcomes investigated. Implications of these findings for future research and practice are discussed.

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