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Viewing psychological ownership as a positive resource for impacting human performance in organizations, the present study investigated the components of an expanded view of psychological ownership. Confirmatory factor analyses on a proposed measure of psychological ownership provided support for a positively-oriented, \"promotion-focused\" aspect of psychological ownership comprised of four dimensions: self-efficacy, accountability, sense of belongingness and self-identity. In addition, territoriality was examined as a unique and more \"prevention-focused\" form of ownership. Practical implications and suggestions for future research on psychological ownership and positive organizational behavior conclude the article.

We investigated the relationship between teachers' emotional intelligence (EI) and self-efficacy, and tested whether this relationship was mediated by teaching performance. Participants were 467 Chinese middle school teachers (312 women; 66.8%). They completed 3 questionnaires relating to EI, self-efficacy, and teaching performance. The results showed that the total effect of EI on self-efficacy was .61, indicating that higher EI is positively correlated with a higher level of self-efficacy. This relationship was partially mediated by teaching performance. In the mediating model for teaching performance, the direct effect of EI on teachers' self-efficacy was .23 and the mediating effect of teaching performance on the relationship between EI and teachers' self-efficacy was .45. In addition, both the direct and mediating effects were invariant across gender and teaching experience. These results indicate that an increase in EI largely enhances teachers' self-efficacy only when emotional skills are successfully used to improve teachers' performance.

Although followers' needs are a central aspect of transformational leadership theory, little is known about their role as mediating mechanisms for this leadership style. The present research thus seeks to integrate and extend theorizing on transformational leadership and self-determination. In particular, we propose that the satisfaction of followers' basic needs (autonomy, competence, and relatedness) mediates the relationship between transformational leadership and employee outcomes (job satisfaction, self-efficacy, and commitment to the leader). We tested this model in two studies involving employees from a broad spectrum of organizations in Germany (N=410) and in Switzerland (N=442). Results revealed largely consistent patterns across both studies. The need for competence fulfillment solely mediated the link between transformational leadership and occupational self-efficacy; the need for relatedness fulfillment solely mediated the link between transformational leadership and commitment to the leader. The mediating pattern for the link between transformational leadership and job satisfaction varied slightly across studies. In Study 1, only the need for autonomy fulfillment was a significant mediator, whereas in Study 2, all three needs mediated mis relationship. Taken together, our study integrates theorizing on transformational leadership and self-determination by corroborating that need fulfillment indeed is a central mechanism behind transformational leadership.

From a self-evaluation perspective, we explored the influence of negative workplace gossip on targeted employees' innovative behavior. We surveyed 296 employees of 19 enterprises. The results of regression analysis showed that negative workplace gossip was negatively related to employees' innovative behavior, that organization-based self-esteem mediated the relationship between negative workplace gossip and employees' innovative behavior, and that employees' creative selfefficacy moderated the relationship between organization-based self-esteem and employees' innovative behavior, such that the positive relationship was stronger when employees' creative self-efficacy was higher. Our findings offer insight into the potential harm of gossip in the workplace and contribute to delineating the underlying mechanism and boundary condition of the link between negative workplace gossip and employees' innovative behavior. Theoretical and practical implications are discussed.

Mindful eating may be an effective intervention for increasing awareness of hunger and satiety cues, improving eating regulation and dietary patterns, reducing symptoms of depression and anxiety, and promoting weight loss. Diabetes self-management education (DSME), which addresses knowledge, self-efficacy, and outcome expectations for improving food choices, also may be an effective intervention for diabetes self-care. Yet few studies have compared the impact of mindful eating to a DSME-based treatment approach on patient outcomes. Adults 35 to 65 years old with type 2 diabetes for ≥1 year not requiring insulin therapy were recruited from the community and randomly assigned to treatment group. The impact of a group-based 3-month mindful eating intervention (MB-EAT-D; n = 27) t o a group-based 3-month DSME \"Smart Choices\" (SC) intervention (n = 25) postintervention and at 3-month follow-up was evaluated. Repeated-measures ANOVA with contrast analysis compared change in outcomes across time. There was no significant difference between groups in weight change. Significant improvement in depressive symptoms, outcome expectations, nutrition and eating-related self-efficacy, and cognitive control and disinhibition of control regarding eating behaviors occurred for both groups (all p < .0125) at 3-month follow-up. The SC group had greater increase in nutrition knowledge and self-efficacy than the MB-EAT-D group (all p < .05) at 3-month follow-up. MB-EAT-D had significant increase in mindfulness, whereas the SC group had significant increase in fruit and vegetable consumption at study end (all p < .0125). Both SC and MB-EAT-D were effective treatments for diabetes self-management. The availability of mindful eating and DSME-based approaches offers patients greater choices in meeting their self-care needs.

Although Bandura had proposed that self-efficacy once established is relatively stable, it remains a topic of debate, as empirical evidence has shown different patterns of changes in self-efficacy across different career stages. The current study presents longitudinal data from 74 beginning school teachers in Victoria, Australia to discern changes during their first five years. Their increase in self-efficacy is discussed with reference to existing (primarily cross-sectional) studies, and policy implications for supporting early career teachers. [Author abstract]

New business formation is a formidable and daunting task, which may require personal perseverance and self-efficacy. If this is indeed the case, will entrepreneurs and non-entrepreneurs differ on such attributes? Also, if high levels of perseverance and self-efficacy help entrepreneurs to overcome setbacks, snags, and obstacles, do these positive attributes co-occur with significant personal costs, such as the tendency to experience regretful thinking? This study uses a random sample of 217 patent inventors in the medical industry (surgery devices) to address these questions. Results indicate that entrepreneurs score significantly higher on self-efficacy and on two distinct aspects of perseverance-perceived control over adversity and perceived responsibility regarding outcome of adversity-than did non-entrepreneurs. Also, although entrepreneurs report the same number of regrets, their regrets are stronger and are qualitatively different from those reported by non-entrepreneurs. These findings suggest that perseverance and self-efficacy do indeed co-occur with regretful thinking. Finally, post hoc analysis reveals that the higher the overall perseverance scores of patent inventors, the higher their annual earnings. We conclude by examining the implications for theory, researcher, and practice.

The aim of this study is to explore the role of motivation in the relations between self-efficacy and procrastination. One hundred seventy-one-fifth-grade students completed questionnaires that assessed the type of motivation the students have for homework, the level to which they procrastinate on doing homework, and their self-efficacy regarding homework. The results indicated that autonomous motivation both mediates and moderates the relations between self-efficacy and procrastination. These results highlight the importance of students’ type of motivation for homework, suggesting procrastination cannot be reduced simply by addressing students’ self-efficacy; but, they must be supported to adopt a more autonomous type of motivation.