In the context of the current uncertain, complex, and interdependent work systems, teams have become organizations’ substantial working unit, which in turn challenges the traditional view of employee performance and ultimately results in the emergence of team member work role performance. Employee team-oriented work role behaviors with proficiency, adaptivity, and proactivity, which are integrated by the new construct, are so crucial to team effectiveness that many organizations keenly expect to achieve team member work role performance through implementing a dispersed pay-for-performance plan within a team. This study seeks to address the organizational practitioners’ main concern that whether pay dispersion among team members (i.e., horizontal pay dispersion, HPD) could actually help realize team member work role performance and further examines why and when an employee could respond to HPD within a team by engaging in team member work role behaviors from the perspective of the performance-shaping basis and team member’s workplace benign envy. Drawing on emotion-related theory, social comparison theory, legitimacy theory, expectation theory, and relative deprivation theory, it proposes that performance-based HPD could not only positively impact team member work role performance via workplace benign envy but also exert a direct-positive effect. Moreover, the activating effect of performance-based HPD on workplace benign envy and the mediating role are much stronger when a team member’s pay position is higher. The multi-source data including objective information and subjective perception among 362 ordinary employees within 66 Chinese organizational teams primarily supported the moderated mediation model. Yet, the direct-positive effect was not established.

Purpose: Studies of GHRM practices number in thousands; however, they have failed to provide Chinese contextual evidence for their interactive effects on employee proenvironmental behavior (EPEB). To bridge this research gap as well as to address organizational practitioners' concern in GHRM practices, our study explores the possible interactive effect of green compensation (GC) and green training (GT), which are two core practices of GHRM and are widely employed by Chinese organizations simultaneously, on EPEB drawing on selfdetermination theory, and unravels the underlying mechanism by introducing employee green self-accountability (EGSA) as a mediator based on the cognitive dissonance theory of selfstandards. Methods: Using on-line survey and five-point Likert rating method, employees (N=847) working in Chinese organizations were requested to self-rate GC, GT, and EGSA; their direct supervisors were invited to evaluate EPEB. The mediated moderation testing procedures with SPSS and the bootstrapping approach with MPLUS were adopted to test the mediated moderation. Results: When being used separately, GC and GT are positively related to EPEB (β=0.426, p < 0.001; β=0.368, p < 0.001). When being adopted simultaneously, a negative relationship (the simple slope=−0.454, t=3.671, p=0.000) exists between GC and EPEB at higher-level GT. EGSA partially mediates the negative interaction with 95% bias-corrected confidence intervals [−0.054, −0.018]. Conclusion:In the Chinese context, when being used simultaneously with high-high combination, GC and GT negatively interact with each other to engender the squeezed effect of intrinsic motivation by extrinsic motivation, which directly impairs EPEB, and cause employee cognitive dissonance of self-standards, which indirectly weakens EPEB through reducing EGSA. This paper is an attempt to show novelty in identifying negative interactions between GC and GT in EPEB in China and a mediating role of EGSA. Additionally, it addresses organizational practitioners' concern well and provides important implications for decision-making in GHRM practices and EPEB enhancement.

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Purpose Pay for employee characteristic human capital inputs, which results in part of horizontal pay dispersion (HPD) and is well acknowledged by organizations and employees, has been greatly ignored by scholars. This study proposes “the characteristic-human-capital-inputs-based HPD” and explores what impact it tends to exert on team member work role performance (TMWRP), why, and when. Drawing on social comparison theory, goal-setting theory, and self-regulatory depletion theory, we develop a dual-mediation model elaborating the detrimental effect of this type of HPD on TMWRP from the perspective of employee benign and malicious envy and test it using objective and subjective data of 364 members coming from 65 Chinese ordinary employee teams. Methods We on-site collected objective data including each member’s pay level, outcome performance, and characteristic human capital inputs. Using five-point Likert rating method, team supervisors were requested to evaluate each member’s TMWRP and members were asked to self-rate benign and malicious envy. Hierarchical regression analysis, simple slope analysis, and bootstrapping approach were employed to verify the model. Results The characteristic-human-capital-inputs-based HPD adversely affects TMWRP by reducing employee benign envy (the mediating effect=−0.053, 95% CI=[−0.111, −0.002], excluding 0) and enhancing employee malicious envy (the mediating effect=−0.025, 95% CI=[−0.059, −0.004], excluding 0). The positive linkage between employee benign envy and TMWRP is only observed in lower-paid employees (the simple slope=0.145, p<0.05). Employee pay level does not moderate the relationship between malicious envy and TMWRP (β=−0.033, p>0.10). Conclusion The characteristic-human-capital-inputs-based HPD, which involves the HPD part mainly resulting from employee differences in characteristic human capital inputs, tends to impair TMWRP through inhibiting employee benign envy and promoting employee malicious envy. Employee pay level is an important boundary condition constraining the positive effect of benign envy on TMWRP.

Background: "The cultural tightness-looseness orientation of college students", which involves college students' cognition about tolerance for non-learning-behavior in class, strength of learning-behavior norms in class, and strength of social norms in the generalized macro-context, offers a new perspective to explain college students' psychology and behavior and could effectively promote their all-round development. However, there is severely lack of a reliable and valid instrument. Hence, we seek to develop the Cultural Tightness-Looseness Orientation Scale for College Students (CTLOS-S) in the Chinese context. Methods: We firstly pooled the initial 17 measuring items of CTLOS-S through literature review and the open-ended interview. After conducting questionnaire survey among 264 college students using the initial scale, we did a series of reliability and validity tests to get the formal CTLOS-S, based on which we further administered questionnaire survey among 755 college students to check its reliability, construct validity, criterion validity, content validity, and across-gender invariance. Results:The formal CTLOS-S contains 7-item subscale of tolerance orientation for non-learning-behavior in class, 4-item subscale of strength orientation of learning-behavior norms in class, and 3-item subscale of strength orientation of social norms in the generalized macro-context. The testing results of the second-stage questionnaire survey data (N = 755) demonstrate that the reliability coefficients of CTLOS-S and its three subscales are 0.85, 0.85, 0.83, and 0.76 separately, the internal 3-factor structure validity of CTLOS-S is satisfactorily acceptable with χ 2 (74) = 318.76, CFI = 0.94, TLI = 0.93, RMSEA = 0.06, and SRMR = 0.04, and the content validity and criterion validity are satisfactory as the total score of CTLOS-S is positively correlated with each score of its three subscales and the total score of learning engagement scale. Besides, the 3-factor structure of CTLOS-S is invariant across gender. Conclusion:The 14-item CTLOS-S we develop is a reliable and valid instrument for researchers to conduct quantitative studies on college students' cultural tightness-looseness orientation. Keywords: the cultural tightness-looseness orientation of college students, tolerance orientation for non-learning-behavior in class, strength orientation of learning-behavior norms in class, strength orientation of social norms in the generalized macro-context