The impact of knowledge distance on turnover intention of millennial employees: from the perspective of Mianzi

Purpose The reasons for turnover intention of millennial employees show intergenerational differences and gradually have become a hot topic in the field of management. From the perspective of knowledge management, this paper aims to explore the mechanism of individual knowledge distance on the turnover intention of millennial employees. Based on the social comparison theory and the person-environment fit theory, this study discusses the moderation role of individual perception of organizational innovation climate in this model by integrating social and cultural factors into the cognitive behavior model, and empirically tests the impact of individual knowledge distance on the turnover intention of millennial employees. Design/methodology/approach In this paper, 585 valid questionnaires were collected from the millennial employees, and the moderated intermediary model was empirically tested by using hierarchical regression analysis and conditional process analysis. Findings The results show that the knowledge distance between individuals has a significant positive impact on the turnover intention of the millennial employees; the ability-based Mianzi stress has a significant positive impact on the turnover intention of the millennial employees; in organizations with a high innovation climate perception, the ability-based Mianzi stress partially mediates the positive impact of the knowledge distance between individuals on the turnover intention; the organizational innovation climate perception positively moderates the influence of individual knowledge distance on ability-based Mianzi stress, and the boundary condition of ability-based Mianzi stress is discussed, which shows that knowledge distance can induce ability-based Mianzi stress only when individual are able to perceive organizational innovation climate. Originality/value This study explores the influence mechanism between knowledge distance and employee turnover intention from the perspective of Mianzi, which is a supplement and enrichment to the study of millennial employees’ turnover intention. It enlightens managers to take effective measures to reduce the negative impact of knowledge difference among millennial employees in the process of actively creating innovation climate in the organization. Because Western countries also have face problems, the conclusion of this study is also of practical significance to managers in Western countries.

The Role of Self-efficacy in the Relationship Between Classroom Climate and Students’ Educational Motivation

Background: “Motivation” is an influential factor in the learning process, which its absence can prevent the learner from learning. Motivation affects both new learning and performance, skills, strategies, and pre-learned behaviors. “Educational motivation” is an essential aspect of education and the learning process. Educational motivation is generally referred to as the desires, needs, and factors that cause a person to have hope and resilience in educational environments for the flow of education and obtain the necessary results from it and transactional satisfaction. The purpose of this research was to determine the role of self-efficacy in the relationship between classroom climate and students’ educational motivation. Methods: This correlational research was done on 250 people selected by a simple multi-stage random sampling method from male and female high school students of Gonabad in 2019-2020. The measurement tools were Sinclair & McInroy Educational Motivation Scale (SIMS), Psychosocial Climate Inventory by Fraser, Giddings, and Mac Ruby (1955), The Morgan-Jinks Student Efficacy Scale (MJSES). Multiple regression was used to analyze the findings. Results: The results showed a significant relationship between classroom climate and educational motivation without the presence of self-efficacy (r=0.41), while there was no significant relationship between these two variables with the presence of self-efficacy (r=0.186). The findings also indicated that the classroom climate perception was a significant predictor of mediated academic motivation without self-efficiency (P=0.0346). Conclusion: There was a significant relationship between classroom climate and educational motivation without the presence of self-efficacy and classroom climate perception was not an effective predictor of educational motivation with the presence of self-efficacy. Hence, it is recommended to focus on factors predicting educational motivation in future studies.

PERCEIVED SCHOOL CLIMATE, PARENTAL MONITORING AND CYBERBULLYING AMONG ADOLESCENTS

The aim of this research was to find out the connection between the perceived school climate, parental monitoring and cyberbullying among adolescents, and whether there were differences in these variables between two adolescent age groups. It was examined how the dimensions of the perceived school climate and parental monitoring explain the adolescents’ experience of cyber victims and cyberbullies. A total of 309 Latvian students from grades 5 to 12 (200 respondents from grades 5-9 and 109 respondents from grades 10-12) participated in the research. In data collection Parental Monitoring Scale (Stattin & Kerr, 2000), Georgia School Climate Survey (La Salle, McIntosh, & Eliasson, 2016) and European Cyberbullying Intervention Project Questionnaire (Brighi et al., 2012) were applied. The results confirmed significant positive correlation between school climate perception, adequate parental monitoring and less cyberbullying. Also, significant differences between two age groups in perceived school climate, parental monitoring and cyberbullying indications were found. The younger group's adolescents provided more positive evaluations of school climate and parental monitoring, while the older group's adolescents reported more cyberbullying experience. The school climate dimensions Order and discipline, Character, Social support from peers together with negative aspect of parental monitoring Parental solicitation significantly predicted cyberbullying behavior in whole adolescent sample. These results create a better understanding of the variables concerning cyberbullying.