Self-efficacy and optimism as predictors of organizational commitment among bank employees

Akhter, Saleem; Ghayas, Saba; Adil, Adnan

doi:10.5861/ijrsp.2012.131

Cited by 35 publications

(51 citation statements)

References 4 publications

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“…In a similar vein, related literature shows a positive relation between self-efficacy and optimism (Akhtar et al, 2013;Chemers et al, 2000;Hulbert & Morrison, 2006;McGuigan & Hoy, 2006;Robinson & Snipes, 2009); therefore, findings of this study on the relationship between self-efficacy and academic optimism are consistent with the previous research. The findings suggest that the higher teachers' academic optimism levels are, the higher their self-efficacy levels get.…”

Section: Discussionsupporting

confidence: 82%

“…Several studies investigated the same variables as in this research. The literature also disclosed a relationship between efficacy and academic optimism (Akhtar, Ghayas, & Adil, 2013;Chemers, Watson, & May, 2000;Hulbert & Morrison, 2006;McGuigan & Hoy, 2006;Robinson & Snipes, 2009), efficacy and hope (Bryant & Cvengors, 2004;Kumarakulasingam, 2002;Lackaye, Margalit, Ziv, & Ziman, 2006;Robinson & Snipes, 2009;Sarı, 2011), as well as optimism and hope (Amy, Peterson, Tice, Bolling, & Koenig, 2004;Bryant & Cvengros, 2004;Peleg, Barag, Harel, Rochberg, & Hoofien, 2009;Robinson & Snipes, 2009;Shorey, Little, Snyder, Kluck, & Robitschek, 2007;Steinberg, 2007).…”

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confidence: 99%

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Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success

2015

EDUC SCI-THEOR PRACT

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This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable exploratory correlations were identified using the Pearson product-moment correlation coefficient, and path analysis was used to examine the direct and indirect predictive powers of these factors on teacher self-efficacy and perceived success. The research findings reveal positive and significant relationships among teacher self-efficacy, perceived success, academic optimism, hope and zest for work and that these factors positively predict teacher self-efficacy. Furthermore, academic optimism, hope and zest for work positively predict teachers' perceived success. These factors were also shown to indirectly predict self-efficacy through perceived success. Discussion of the findings is provided within the context of improving teachers' self-efficacy and positive psychological state.

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Section: Discussionsupporting

confidence: 82%

mentioning

confidence: 99%

Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success

2015

EDUC SCI-THEOR PRACT

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“…Studies on the relations between self-efficacy and positive psychology variables show the positive relation of self-efficacy with optimism (Chemers et al, 2000;Hulbert and Morrison, 2006;McGuigan and Hoy, 2006;Robinson and Snipes, 2009;Akhtar et al, 2013), hope (Bryant and Cvengors, 2004;Kumarakulakisignam, 2002;Lackaye et al, 2006;Robinson and Snipes, 2009), selfesteem (Khan et al, 2015) and zest for work (Sezgin and Erdogan, 2015). With the results of these researches, self-efficacy is believed to have a positive relation with positive psychology variables.…”

Section: Discussionmentioning

confidence: 93%

“…Some studies indicate that self-efficacy increases teacher performance and student success and it is regarded as important and valuable for teachers (Bandura et al, 1996;Caprara et al, 2006;Usher and Pajares, 2006). Several studies show a positive relation between self-efficacy and academic optimism (Chemers et al, 2000;Hulbert and Morrison, 2006;McGuigan and Hoy, 2006;Robinson and Snipes, 2009;Akhtar et al, 2013), hope (Bryant and Cvengros, 2004;Kumarakulakisignam, 2002;Lackaye et al, 2006;Robinson and Snipes, 2009), self-esteem (Khan et al, 2015) and zest for work (Sezgin and Erdogan, 2015).…”

Section: Introductionmentioning

confidence: 99%

Humility and forgiveness as predictors of teacher self-efficacy

Sezgin¹,

Erdoğan²

2018

Educ. Res. Rev.

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This study explores the predictive influence of teachers' humility and forgiveness on their self-efficacy perceptions. The population of this research consists of teachers who work at public primary and secondary schools located in the central districts of Ankara, Turkey. The sample of the study is composed of 303 primary and secondary school teachers working in central districts of Ankara, Turkey. The research design is a correlational study identifying the direct predictive powers of humility and forgiveness on teacher self-efficacy. Pearson product-moment correlation coefficient identifies the inter-variable exploratory correlations, while path analysis examines the direct predictive powers of these factors on teacher self-efficacy. The analyses show positive and significant relationships among teacher self-efficacy, humility and forgiveness. Humility and forgiveness are found to positively predict teacher self-efficacy. The findings are discussed in the context of teacher self-efficacy and positive psychological state improvement and teacher training.

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“…This study is innovative due to its focus on moderating effect of personal behavior styles on the association between organizational commitment and organizational citizenship behavior whereas previous studies in this domain mostly focus on unilateral direction (e.g., Akhter, Ghayas, & Adill, 2013;Deifendorf, Brown, Kamin, & Lord, 2002;Kircaldy, Shephard, & Furnham, 2002;Lin, 2006, Moon, Kamdar, Mayer, & Takeuchi, 2008Spector & Fox, 2002). Aside from this, replacing two-dimensional locus of control with personal behavior styles in order to examine sense of perceived control more precisely than before is one of the most advantages of this exploratory research.…”

Section: International Journal Of Research Studies In Psychology 77mentioning

confidence: 99%

The moderating effects of inner-directed and other-directed behavior styles on the relationship between organizational commitment and organizational citizenship behavior

Beshārat¹,

Pourbohlool²

2013

IJRSP

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The aim of the present study was to investigate the moderating effects of inner-directed and other-directed behavior styles on the association between organizational commitment and organizational citizenship behavior in a sample of Iranian bank employees. A total of 249 volunteer employees (140 males, 109 females) were included in this study. All participants were asked to complete Organizational Commitment Scale (OCS), Organizational Citizenship Behavior Scale (OCBS), and Personal Behavior Styles Scale (PBSS). The results revealed that inner-directed and other-directed behavior styles moderated the relationship between organizational commitment and organizational citizenship behavior. Inner-directed style amplified the relationship between organizational commitment and organizational citizenship behavior, whereas other-directed style showed an opposite impact on this relationship. It can be concluded that inner-directed individuals experience strong sense of control on their daily life events and do not have need to reinforcement and control from the organization. Whereas, other-directed individuals experience lack of control and they have strong need to reinforcement and supervision from outside.

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Self-efficacy and optimism as predictors of organizational commitment among bank employees

Cited by 35 publications

References 4 publications

Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success

Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success

Humility and forgiveness as predictors of teacher self-efficacy

The moderating effects of inner-directed and other-directed behavior styles on the relationship between organizational commitment and organizational citizenship behavior

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