The influence of shared leadership on taking charge behavior: Dual perspective of cognition–affection

IF 3.1 4区 管理学 Q2 MANAGEMENT
Dixuan Zhang, Xiaohong Wang, Shaopeng Zhang
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引用次数: 0

Abstract

The purpose of this paper is to explore the influencing mechanism of shared leadership (SL) on taking charge behavior (TCB) based on cognitive–affective system theory. Specifically, the current study intends to build a model of perceived insider status and emotional intelligence that mediate the relationship between SL and TCB from a dual cognitive–affective perspective. Further, given the nature of SL that develops through social interactions, we propose and examine the moderating role of social media use in the relationship between SL and TCB. We used multilevel and multi-sourced data to test the theoretical model and used a social network approach to measure SL in teams. Our findings provide a significant contribution to the literature in that this paper shows perceived insider status and emotional intelligence as a crucial dual mediating mechanism through which SL influences TCB and affords fresh thoughts for IT-related contextual conditions.
共同领导对负责行为的影响:认知与情感的双重视角
本文旨在基于认知-情感系统理论,探讨共同领导(SL)对负责行为(TCB)的影响机制。具体而言,本研究拟从认知-情感双重视角出发,建立一个感知内部人地位和情商的模型,以中介 SL 与 TCB 之间的关系。此外,考虑到 SL 是通过社交互动发展起来的,我们提出并研究了社交媒体的使用在 SL 和 TCB 关系中的调节作用。我们使用多层次和多来源数据来检验理论模型,并使用社交网络方法来测量团队中的可持续发展能力。我们的研究结果为相关文献做出了重要贡献,因为本文显示了感知到的内部人地位和情商是 SL 影响 TCB 的重要双重中介机制,并为与 IT 相关的情境条件提供了新思路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.60
自引率
9.10%
发文量
80
期刊介绍: The Journal of Management & Organization is an international peer-reviewed journal from eContent, in association with ANZAM. It provides global perspectives on management and organization of benefit to scholars, educators, students, practitioners, policy-makers and consultants worldwide. In one forum, Journal of Management & Organization covers: •Qualitative and quantitative empirical research articles •Theoretical and conceptual articles •Literature reviews - including those from theses •Articles on management education and learning •Practitioner perspectives and case studies •Methodological advances - including those from theses
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