A moderated-mediation model of individual learning and commitment: Part I

The relationships between amotivation, employee engagement, introjected regulation, and intrinsic motivation: A double-layered moderated-mediation model

The objective of this research is to examine the amotivation-turnover intention relationship through self-determination theory (SDT). A double-layered moderated-mediation model was developed to investigate the influence of three components: affective, continuance, and normative commitment on turnover intention. The data collected from 771 faculty members from higher educational institutions (HEI) in southern India were analyzed to test the hypothesized relationships. After testing the psychometric properties of the survey instrument through LISREL software of structural equation modeling, Hayes's PROCESS was used to test the structural model. The results indicate that (i) amotivation was negatively related to normative commitment, (ii) normative commitment was negatively related to turnover intentions, and (iii) normative commitment mediated the relationship between amotivation and turnover intentions. The findings also suggest that affective commitment (first moderator) and continuance commitment (second moderator) interact with amotivation to influence normative commitment. Further, the three-way interaction between normative commitment, intrinsic motivation, and introjected regulation to decrease turnover intention was significant. The double-layered moderated-mediation model is a novel concept that contributes to the literature on commitment and motivation. The theoretical and practical implications are discussed.

A moderated-mediation model of individual learning and commitment: evidence from healthcare industry in India (part II)

Purpose

This study aims to empirically examine the relationship between individual learning, organizational learning and employee commitment in the context of health-care industry.

Design/methodology/approach

A survey instrument was distributed, and data was collected from 346 employees in the health-care industry in the Southern part of India. Hayes’s PROCESS macros were used to test the mediation, moderated moderated-mediation hypotheses.

Findings

The results reveal organizational learning as a mediator in the relationship between individual learning and continuance commitment, normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment and three-way interaction between organizational learning, normative commitment and affective commitment to influence continuance commitment of employees.

Research limitations/implications

As with any survey-based research, the present study suffers from the problems associated with self-report measures: common method bias and social desirability bias. However, the authors attempted to minimize these limitations by following appropriate statistical techniques.

Practical implications

The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contribute to organizational effectiveness. The results highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance.

Originality/value

This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between three dimensions of organizational commitment is the first of its kind and is a novel idea.