The Spiritual Force of Safety: Effect of Spiritual Leadership on Employees’ Safety Performance

How spiritual leadership affects team safety performance: the role of team reflexivity and work interdependence

Objectives. Frequent occurrence of workplace accidents may be caused by a lack of attention by team members to safety behaviors on the spiritual level. It is very important to investigate the incentive mechanism of spirit factor on team safety performance. Methods. Based on social cognition theory and social interaction theory, this study analyzed matching data from 717 employees across 173 teams, and verified the mechanism underlying team-level spiritual leadership on team safety performance. Results. Spiritual leadership not only helped improved a team's safety performance, but also affected it through team reflexivity. Meanwhile, work interdependence positively moderated the positive relationship between team reflexivity and team safety performance, as well as the mediating role of team reflexivity. Conclusions. The findings expanded the research scope of leadership style-safety performance at the team level, and provided guidelines for managers to promote safety and healthy development of a team in practice.

A cross-sectional study in college-based nursing education: The influence of core self-evaluation and career calling on study engagement in nursing undergraduates

AIM

To investigate undergraduate nursing students' general study engagement using intra-individual assessment and to evaluate the impact of core self-evaluation and career calling on study engagement.

DESIGN

A descriptive and cross-sectional design.

METHODS

Data were collected using a self-administered questionnaire survey. Four hundred and twenty nursing students from first- to fourth (final)-academic year in Guangzhou Medical University were invited to participate in the spring of 2021. The Cronbach's alpha, one-way analysis of variance, Bonferroni post hoc analysis, Pearson correlation analysis and multiple stepwise regression analysis were used to analyse the data.

RESULTS

The first- and fourth-year undergraduates showed significantly higher levels of study engagement (first-year undergraduates, 3.52 ± 0.59; fourth-year undergraduates, 3.54 ± 0.64), core self-evaluation (first-year undergraduates, 3.04 ± 0.48; fourth-year undergraduates, 3.11 ± 0.45) and career calling (first-year undergraduates, 3.65 ± 0.47; fourth-year undergraduates, 3.69 ± 0.50) than those of second-year undergraduates (study engagement, 3.32 ± 0.61; core self-evaluation, 2.93 ± 0.52; career calling, 3.41 ± 0.50) and third-year undergraduates (study engagement, 3.16 ± 0.61; core self-evaluation, 2.88 ± 0.50; career calling, 3.34 ± 0.38). The Pearson correlation analysis among nursing students revealed a significant positive correlation between core self-evaluation, career calling and study engagement (p < 0.01). A partial mediation effect of career calling was present in the relationship between core self-evaluation and study engagement.