The Effect of Job Crafting on Performance and Satisfaction: Physical Engagement as a Mediator and Cognitive and Emotional Engagement as Moderators

This study explores the relationship between job crafting on task performance and job satisfaction among faculty members in higher educational institutions. A conceptual model was developed wherein the moderating role of cognitive and emotional engagement and the mediating role of physical engagement in influencing the task performance. Data was collected from 592 faculty members from higher educational institutions in southern India. First, the instrument’s psychometric properties were checked by performing structural equation modelling using the LISREL package. The hypothesized relationships were tested using Hayes’ PROCESS macros. The findings indicate that (a) job crafting and physical engagement are positively related to task performance, (b) job crafting is positively related to physical engagement, (c) physical engagement mediates the relationship between job crafting and task performance and (d) task performance mediates between job crafting and job satisfaction. The results also suggest that cognitive engagement moderates between job crafting and physical engagement.

Furthermore, emotional engagement (second moderator) moderates the relationship between job crafting and cognitive engagement (first moderator) in influencing task performance mediated through physical engagement. The three-way interaction between task crafting, emotional engagement and cognitive engagement in influencing physical engagement is a novel contribution of this study. The implications for theory and practice in human resource management and personnel psychology are discussed.

Exigency-driven Academic Motivation of Learners: A Comparative Analysis During COVID and pre-COVID Scenario

Recent studies have addressed the technological and cognitive motivational factors influencing e-learning. However, research investigating the comparative analysis of psychological factors that influence the academic motivation of e-learners and their interconnection has not been reported. Considering the array of psychological challenges faced by the student community in the current pandemic, a detailed look at the sudden transition and its impact on the academic motivation of learners is imperative. This paper examines the impact of psychological factors on the academic motivation of learners in pre-COVID and COVID times. Further, the significant difference in academic motivation during the period is also studied. A structural equation modelling (SEM) analyses the data obtained in two phases—phase 1 (Pre-COVID) and phase 2 (COVID)—from executive business management students of India. To the best of our knowledge, this is the first study that looks at the academic motivation of learners using three different theoretical lenses. Findings suggest that all psychological factors influence the academic motivation moderately/strongly during both the phases, except attention during pre-COVID. However, increased focus on attention and need for relatedness is suggestive during exigencies like COVID. The validity of second order measures, that is, extrinsic motivation, intrinsic motivation and amotivation, fortifies the findings and makes a substantial contribution to the body of the knowledge in e-learning motivation. The study details the research and practical implications of the findings.