Exploring the impact of emotionalized learning experiences on the affective domain: A comprehensive analysis.

The central aim of this research endeavor was to delve into the profound influence of affective learning experiences on the cognitive and psychomotor domains. Concurrently, the study sought to discern the effects of these experiences on students' academic accomplishments within the three domains. This differentiation was predicated upon the interplay between pedagogical resources and the multifaceted dimensions of cognitive, affective, and social contexts for learning. Over the course of four consecutive semesters, data were meticulously collected from a cohort of 140 undergraduates enrolled at a private-sector university. The experimental cohorts 1, 2 and 3, comprising 35, 46, and 31 students, respectively, were instructed through distinct methodologies - namely, activity learning, reflective learning, and collaborative learning. In parallel, the control group, composed of 28 students, received instruction via the discussion method. The findings eloquently established a robust and affirmative linear correlation between affective experiences and achievements within the cognitive and psychomotor domains. This correlation notably underscored the far-reaching influence of the affective domain upon its cognitive and psychomotor counterparts. Furthermore, the variable of emotional context for learning emerged as a conspicuously noteworthy determinant of students' achievements across all three domains. In contrast, the remaining independent variables - namely, pedagogical resources, cognitive learning context, and social learning context - did not exhibit a substantial contribution. However, it was observed that the amalgamation of all four independent variables yielded a statistically significant relationship with achievements within the cognitive, affective, and psychomotor domains. This underscored the imperative nature of accounting for all pertinent factors when formulating instructional approaches that yield optimal outcomes.

The relationship among safety leadership, risk perception, safety culture, and safety performance: Military volunteer soldiers as a case study.

Safety is fundamental to any organization; if not based on safety, organizational decision-making and management would be meaningless. For a country, soldiers are responsible for national security; they serve as a barrier that defends a country against external invasive forces, thus assuming great missions and responsibilities on their shoulders. To ensure soldiers fulfill their duties of protecting the country and the people, they should gain clear risk perception, which should be instilled into them during their daily combat readiness training. Only when their performances meet safety criteria can they become a strong fighting force. This study recruited military volunteer soldiers as its research participants and employed convenience sampling to distribute questionnaires. In total, this research collected 725 valid copies, of which the data were used to explore the relationship among safety leadership, risk perception, safety culture, and safety performance. To achieve this goal, this study proposed some research hypotheses based on literature review. The hypotheses were all verified via latent variable modeling and multiple hierarchical regression analysis after the reliability and validity of each construct had been tested via confirmatory factor analysis. The research results showed that the more deeply military volunteer soldiers sense safety leadership, the clearer their risk perception will be and the more helpful it would be in achieving safety performance. It is worth mentioning that risk perception can serve as a mediator while safety culture can mediate the relationship between safety leadership and safety performance. Lastly, the research proposes suggestions in the section of conclusions, which provides reference to the combat readiness training and daily tasks of soldiers.

Impact of Green HRM Practices on Environmental Performance: The Mediating Role of Green Innovation.

Numerous organizations have faced substantial environmental performance challenges resulting from more than a half-century of worldwide industrialization. Grounded in social learning theory and recourse-based view theory, this study explores environmental performance and its impact on employees and industry outcomes. Drawing on a cross-sectional online survey of 500 full-time employees working in the chemical industry in Lahore, Pakistan. The results revealed a significant positive influence of Green HRM practices on employees' Green innovation as well as on environmental performance. Additionally, significant influences of study variables were recorded on outcomes such as green compensation and reward, green performance management and appraisal, green training and development, and green recruitment and selection. Several key policy insights related to consumer resistance to innovation in low income societies and future research directions are suggested, along with theoretical and practical implications.

Teachers' Value Consonance and Employee-Based Brand Equity: The Mediating Role of Belongingness and Self-Efficacy.

This study investigated the impact of value consonance on employee-based brand equity through the mediating role of teachers' self-efficacy and belongingness. For this purpose, a deductive approach was followed, and data were collected under a cross-sectional research design from academia through a questionnaire. Prior approval from the administration was sought before administrating the questionnaire on a large scale and a sample of 520 teachers was approached in the first phase. At this stage, 418 answered questionnaires were received, while in the second wave, questions related to the teacher's self-efficacy and employee-based brand equity were asked from the respondents. Out of these 418 re-distributed questionnaires, 387 were received back and after discarding the partially filled and incomplete questionnaires, the useable sample size was left as 372. Data have been analyzed by using the structural equation modeling technique, which was assessed through measurement and structural model. Results indicate that value consonance can promote positive behaviors in the workplace. Moreover, teachers with high self-efficacy can develop based on brand equity. Similarly, employees with high-value consonance develop a sense of belongingness with their academic institutes. Limitations and future directions are also discussed.