Feedback seeking relates positively to organizational identification and task performance. However, an individual generally views seeking feedback as risky. It remains unclear whether, why, and when ethical leadership impacts on feedback-seeking behavior. This research aimed to explore the mediating role of psychological safety in the relationship between ethical leadership and nurses’ feedback seeking and to further explore the moderating effect of power distance in this mechanism. After eliminating invalid surveys, the sample included 458 pairs. The SPSS PROCESS macro was used for the data analysis. The results indicate that ethical leadership positively affected nurses’ feedback-seeking. Ethical leadership influences feedback seeking through psychological safety. With high power distance, ethical leadership significantly positively influenced psychological safety and then positively affected feedback-seeking behavior. In sum, in the context of high-power distance, ethical leadership is especially important for psychological safety and feedback-seeking behavior.
We examined the impact of feedback seeking, including feedback inquiry and monitoring, on career adaptability via the mediator of supervisor feedback environment and the moderator of person–organization fit (P–O fit). Participants were 415 full-time employees in China, who completed the research measures in 3 waves each spaced 3 months apart. The results revealed that supervisor feedback environment mediated the relationship between feedback seeking and career adaptability, and that the effect of feedback inquiry and feedback monitoring on the supervisor feedback environment was moderated by P–O fit. The positive effect of feedback inquiry and feedback monitoring on career adaptability was significant only when P–O fit was poor (vs. good). Supervisors should encourage employees to seek feedback and organizations could also design training sessions to improve employee career adaptability, promote employee performance, and facilitate career development.
The problem of poor children’s psychological development has been widely concerned by governments all over the world. At present, the research results of poor children’s psychological development show that poor children mainly have cognitive, mental health, and behavioral problems. This paper studies the personality traits and their influencing factors of children from poor families from the perspective of psychological education. By giving the definition of children from poor families and poor families, this paper analyzes the psychological development of poor children, analyzes the personality traits and influencing factors of children from poor families from the perspective of psychological education, obtains the standard scores of 16 personality traits and their dimensional personality factors and personality factors, and uses the clustering method to realize the difference analysis of personality characteristics of various samples. From the perspective of quantitative psychological education, this paper analyzes the correlation between personality traits and influencing factors of children from poor families in order to provide basis and reference for the government and society to implement targeted poverty alleviation and cut off the intergenerational transmission of poverty.
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