thesis on professional commitment

• Open access
• Published: 14 April 2022

Changes in professional commitment of undergraduate nurse students before and after internship: a longitudinal study

• Ling Zhao 1 ,
• Yinhua Su 1 ,
• Na Jiang 2 ,
• Fanhua Zhou 2 ,
• Li Liao 1 &
• Yannan Liu 3  

BMC Medical Education volume  22 , Article number:  282 ( 2022 ) Cite this article

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Experiencing internship shapes nursing students’ professional commitment and aggravates its changes. However, few studies have been investigated how this changes empirically.

The aims of this study are to investigate (a) what are the changes of professional commitment of nursing students before and after the internship? (b) Which of multiple independent variables is the strongest predictor?

A longitudinal study was conducted with 996 senior undergraduate nursing students (ready to enter clinical practice) in the China universities. The survey was conducted in the spring of 2015 and autumn of 2016. The data were collected by a paper-and-pencil questionnaire. The instruments used included Professional Commitment Scale and Perceived Stress Scale. Analysis of paired t -test and linear regression analysis were performed on the data.

Nursing students showed lower professional commitment (2.79 ± 0.36) than they were (2.92 ± 0.36) before internship. Socio-demographic variables, pre-internship professional commitment and stress perceived during internship predicted 40.1% of the variance in the post-internship commitment.

These data summarize the nursing students’ professional commitment changes and the main influential factors that contribute to post-internship professional commitment of undergraduate nursing student. The findings are timely, which indicate that senior nursing students’ professional commitment can be increased by enhancing pre-internship commitment and reducing students’ stress levels during internship.

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Professional commitment is defined as an attitude that provides a physical, mental and emotional connection to one’s work. It is also the harmony between an individual’s beliefs and their determination to continue working in their profession. It is composed of three factors: a belief in the goals and values of the profession, a willingness to make an effort to understand these values and a determination to stay in one’s profession [ 1 , 2 , 3 ]. Higher professional commitment among nurses can reduce turnover intention, and improve professional competence, job satisfaction and the quality of patient care [ 4 , 5 , 6 ]. Nursing students who possess higher professional commitment levels during their college years are believed to have improved professional commitment levels when they become registered nurses after graduation [ 7 ]. The future of nursing will be determined by nurses and nursing students who are committed to the profession [ 8 ].

Level of professional commitment has an important influence on a nursing student’s’ career decision-making [ 9 ]. Studies have shown that lower professional commitment affects nursing students’ work values [ 10 , 11 ]. Lower professional commitment is also a negative indicator of job burnout and a desire to leave the profession [ 12 ]. To our disappointment, Chinese nursing students have shown only a moderate level of professional commitment during their undergraduate year [ 13 ]. Empirical investigations even show a reduced level of professional commitment among senior nursing students. For example, Tan investigated 663 undergraduate nursing students and found that senior-year students had lower professional commitment than students in grades [ 14 ]. This finding has been supported by other studies [ 15 , 16 ]. This finding signals that nursing students’ professional commitment deserves greater attention from educators and scholars. Particularly senior nursing students should be examined, along with the clinical practice of their nursing education, which is the transition period from their safe and familiar university study environment to the real clinical environment.

The clinical environment plays a crucial role, especially in the clinical training of nursing students, as they come into contact with the realities of their function and form opinions on their professional careers [ 17 ]. According to person-environment fit theory, the development of professional commitment occurs as a result of the fit between individuals and their profession [ 18 ]. When a match exists between individuals and their environment, favorable outcomes result. Fan et al. found that nursing students’ satisfaction with clinical practice, the degree of nursing students be valued by hospital and nurse students’ satisfaction with instructors can affect nurse students’ professional commitment [ 19 ]. Therefore, Therefore, we argue that nursing students will have expectations for clinical practice; if they meet their expectations, they will be satisfied with their clinical practice, and they will conclude that they are suitable for the job.

Nursing students frequently experience various stressors in the clinical setting [ 2 ]. Pressure is multifaceted, such as the stress and difficulties one may experience due to a misfit between one’s previous college studying experience and a reality framed by increased complexity of interpersonal relationships, lack of adequate clinical skills and high workloads [ 20 ]. Tensions with clinical instructors and patients, lack of understanding and trust from patients and their family, and poor rewards can create disappointment among nursing students [ 21 , 22 ]. They are all related to negative professional perception [ 19 , 23 ].

Clinical practice is an essential part of nurse training that plays a crucial role in shaping professional attitude, professional emotion and professional identity [ 24 ]. In China, undergraduate nursing students are required to spend their full-time practice in hospitals in their 3rd to 4th academic year. Undergraduate nurse students will act as expectant registered nurses to work in the hospital, and their main task is to apply their knowledge and skills, which have been taught in school, to clinical practice. Each nursing student is supervised by an experienced clinical instructor. For graduates in clinical practice, their main task is to search for scientific questions and resolve them. There is some concern about changes in students’ commitment before and after internships. A study of 115 nursing students at a tertiary hospital found that students’ professional commitment increased after the internship [ 25 ]. There has been little empirical research on changes in the professional commitment of nursing students before and after internships, let alone exploration of the main factors underlying variability in professional commitment. To fill this gap, in this study, two research questions were investigated:

What are the changes in the professional commitment of nursing students before and after the internship?

Which of multiple independent variables is the strongest predictor of changes in professional commitment?

Study design

This was a longitudinal study of nurse students directed by a team of nursing and health researchers. The study was carried out in association with nursing students from several universities in Hunan, China. The study received ethics committee approval from the University of South China. Written consent was obtained from the participants in this study after obtaining informed consent.

Cluster sampling was used in this study. First, the universities were divided into first-batch, second-batch, and newly approved second-batch universities. We chose one university from each type of university. Participants who met this inclusion criterion were invited to participate in this study. Nursing students were eligible if they 1) were aged between 18 and 30 years, 2) spoke/read Chinese, 3) were enrolled in the Bachelor of Science in Nursing Program, and 4) started internship during the spring of 2015 and ended their internship during the autumn of 2016. Participants who failed to complete the 10-month internship were removed from the sample.

Data collection

The data were collected by the researchers between 10 April 2015 and 20 August 2016 from three universities located in three cities in China. To conduct the data collection process, researchers personally visited the universities. First, we shared some information about professional commitment to inform students of its importance to their future careers. Then, we solicited their participation with the following question: Do you want to know whether and how your professional commitment will change from before to after your internship? Finally, we informed the participants of our study and obtained written consent from those who agreed to participate. Data were collected at two time points. Participants were recruited via in-class information sessions. Baseline measurements were conducted for 1 week before students entered the internship. The second measurement was performed within 1 week after the internship (Fig.  1 ). The questionnaire was distributed during a lecture, and each student was given 20 min to complete it during the lecture. Confidentiality was reassured by keeping the submitted raw data in an encrypted file and computer. Among the 1250 contacted nursing students, 996 responded, for a response rate of 85.9%. Compared with the average response rate of 52.7%, the rates of this study achieved a satisfactory level [ 26 ].

Schematic of the study design

Instruments

The Professional Commitment Scale, developed and revised by Lu, is often used to test nurses’ and nursing students’ professional commitment levels [ 3 , 27 ]. In the original version, Cronbach’s α value was 0.93. It consists of 23 items and three subscales, which are as follows: willingness to make an effort (9 items), maintaining membership (8 items), and belief in goals and values (6 items). All questions were scored on a 4-point scale, from 1 (strongly disagree) to 4 (strongly agree), with higher scores indicating stronger professional commitment. In this study, Cronbach’s α was 0.88, indicating strong internal consistency.

The Perceived Stress Scale was developed to assess the types of stressful events and the degree of stressors that occurred during clinical practice. It consists of 6 subscales using 29 items to assess stress from taking care of patients (8 items), stress from teachers and nursing staff (6 items), stress from assignments and workload (5 items), stress from peers and daily life (4 items), stress from lack of professional knowledge and skills (3 items), and environmental stress (3 items). All items used a 5-point rating scale ranging from 0 (never) to 4 (always), with good internal consistency (α = 0.89). The Chinese version also showed good internal consistency (α = 0.90) [ 28 ]. In this study, its internal reliability reached a satisfactory level, with a Cronbach’s α of 0.90.

Data analysis

The data were recorded and analyzed using IBM SPSS version 23.0. Descriptive statistics were used to describe demographic variables, commitment and perceived stress levels. A paired t test was performed to compare pre- and post-internship commitment. Cohen’s d was used to assess standardized differences for the comparison between two means. Linear regression analysis (a univariate regression analysis first and then a multivariate analysis, using a stepwise method) was performed to explore the effect of independent variables (such as demographic variables, pre-internship commitment, and perceived stress in clinical practice) on nurse students’ professional commitment after internship. Goodness-of-fit was evaluated using R-squared values.

The majority of the participants were female (955; 95.9%). The mean age of the students was 20.83 years (SD 1.03). One hundred thirty-eight students completed their internships in tertiary hospitals. Most of the students’ families (50.8%) lived in rural areas with moderate or poor economic levels. The sociodemographic characteristics of the students are displayed in Table  1 .

A paired t test was conducted to investigate whether there were differences in professional commitment before and after the internship among nursing students. The degrees of freedom in the t test statistics was 995. Before the internship, the participants’ mean Professional Commitment Scale total, Willingness to make an effort subscale, Maintaining membership subscale, and Belief goals and values subscale scores were 2.92 ± 0.36, 2.88 ± 0.39, 2.90 ± 0.37, and 2.99 ± 0.49, respectively. After internship, the participants’ mean Professional Commitment Scale total, Willingness to make an effort subscale, Maintaining membership subscale, and Belief goals and values subscale scores were 2.79 ± 0.36, 2.77 ± 0.45, 2.81 ± 0.40, and 2.79 ± 0.40, respectively. The Cohen’s d values representing changes in pre- and post-internship professional commitment scale total scores, Willingness to make an effort subscale scores, Maintaining membership subscale scores, and Belief goals and values subscale scores were 0.351, 0.250, 0.225, 0.400, respectively. The results showed that there were significant differences in the scores for overall commitment, willingness to make an effort, maintaining membership, belief goals, and values ( t  = 11.205, P  = 0.000, t  = 7.847, P  = 0.000, t  = 7.330, P  = 0.000, t  = 12.122, P  = 0.000, respectively), which means that there was significant change in commitment from pre- to post-internship (Table  2 ).

Table 3 shows the analysis of sociodemographic factors and professional commitment. The female nursing students who were very much interested in nursing and those who had good feelings about being a nurse showed the greatest increase from pre- to post-internship professional commitment, with a significant P value< 0.05.

Some variables, such as only child in the family ( P  = 0.225), family address ( P  = 0.318), and class leader ( P  = 0.489), were excluded from the multiple regression analysis. Multiple regression analysis was performed with post-internship commitment as the dependent variable, while demographic information, pre-internship commitment, and perceived stress were entered as independent variables to explore the main factors affecting post-internship commitment. The model explained 40.1% of the variation in post-internship commitment (F = 56.407, P  < 0.001). The results of the regression analysis showed that the most significant factor associated with post-internship commitment was pre-internship commitment ( β  = 0.362, P  < 0.05), followed by Stress from taking care of patients ( β  = − 0.170, P  < 0.05), Stress from teachers and nursing staff ( β  = − 0.169, P  < 0.05), Satisfied with course arrangement ( β  = 0.159, P  < 0.05), Satisfied with internship ( β  = 0.133, P  < 0.05), Being awarded a scholarship ( β  = 0.133, P  < 0.05), Environmental stress ( β  = 0.105, P  < 0.05), Hospital practicum met expectations ( β  = 0.102, P  < 0.05), Stress from lack of professional knowledge and skills ( β  = 0.091, P  < 0.05), Family financial status ( β  = − 0.061, P  < 0.05) and Gender ( β  = − 0.052, P  < 0.05) (Table  4 ). The regression equation is as follows:

Post-internship commitment = 1.309 + 0.368 × Preinternship commitment+ 0.092 × Satisfied with course arrangement-0.110 × Stress from taking care of patients+ 0.074 × Satisfied with internship+ 0.093 × Being awarded a scholarship+ 0.086 × Hospital practicum met expectations-0.127 × Stress from teachers and nursing staff+ 0.067 × Stress from lack of professional knowledge+ 0.080 × Environmental stress-0.029 × Family financial status-0.086 × Gender.

The primary purpose of this study was to explore the changes in the professional commitment of nursing students in China before and after their internships. In this study, nursing students’ post-internship commitment was indeed lower than their pre-internship commitment. This finding is not consistent with those of a previous study. A recent study by Sultan et al. reported that after the nursing internship, the professional level of students increased. They investigated 101 senior nurse students in Turkey [ 29 ]. The different results may be attributed to the different learning styles and practice experiences between China and Turkey. A study by Bobby also reported increased professional commitment levels among nursing students. In that study, 115 students were investigated in the same hospital in China, and most of them were diploma-level nursing students [ 25 ]. This may in part account for the different results. Clinical practice can serve as a bridge between theory and practice, which is a necessary process for training competent professional nurses [ 30 , 31 ]. It has a strong relationship with nursing professionalism and identity [ 32 ]. The present study found that stressful clinical practice may have a negative impact on nursing students’ professional commitment. This may be explained by the idea that students usually start out with an idealistic view of the profession, which is then corrected when they have a more accurate view of what the job involves [ 33 ]. Previous studies have shown that nursing students generally have high expectations for internships [ 34 ]. Students in this study had a bachelor’s degree, which shows that the higher their education level is, the higher their expectations. It is true that there is a great discrepancy between school-based and hospital-based learning for nursing students, such as new knowledge and skills, the sequencing of theory and practice, and teachers’ teaching roles, which can lead to frustration [ 35 , 36 , 37 ]. Studies have also found that factors such as lack of recognition and understanding, greater responsibility, poor working conditions, limited career opportunities, subordination to orders and low status can also lead to nursing students’ negative attitudes toward the profession during the internship [ 38 ]. High expectations for internships, frustration resulting from theory-practice gaps and negative attitudes during internships may contribute to a decreased commitment after internships.

A negative environment, such as gender bias, may account for differences in professional commitment between male and female nursing students [ 39 ]. In this study, those nursing students who were very much interested in nursing and those students who had a good feeling about being a nurse demonstrated the greatest increase from pre- to post-internship professional commitment, which indicates that nursing students’ interest and professional conception may shape their professional commitment. Nursing students who are interested in nursing and have good feelings about being a nurse may easily achieve good individual experiences and self-image. The congruence between person and environment results in stronger commitment [ 40 ]. Their interest and good feeling for being a nurse encouraged them to think that they were suited to the profession. This no doubt can increase students’ professional commitment levels.

The second aim of this study was to explore which of multiple independent variables was the strongest predictor of post-internship commitment. In this study, sociodemographic variables, pre-internship professional commitment and perceived stress accounted for 40.1% of the variance in post-internship professional commitment (Table 4 ). According to this result, nursing students’ post-internship professional commitment was affected by numerous factors, of which pre-internship commitment was the strongest predictor, indicating that students with higher pre-internship professional commitment also maintained higher commitment after internship. In a previous study, fewer studies focused on the linkage between pre- and post-internship commitment. Only a few studies have compared the differences between them, albeit using small samples and focusing in just one area [ 25 , 29 ]. Students’ professional commitment is an ongoing, dynamic process that starts on the first day of university education [ 41 ]. There is a constant, active relationship between pre-internship professional commitment and post-internship professional commitment [ 29 ].

The second variable in order of importance was “Stress from taking care of patients”; that is, as the stress from taking care of patients decreased, their professional commitment level increased. Patient attitudes can also affect a student’s professional commitment; the professional commitment of nursing student entering internship was influenced by patients’ recognition [ 42 ]. Nursing students’ development of professional commitment must be built through patients’ recognition. When they feel not trusted or unaccepted by patients and are therefore unable to reach expectations, there is no equilibrium between the give and the take, which is bound to shake professional conviction and negatively influence professional commitment.

The third variable, in order of importance, for predicting the Professional Commitment Scale score, according to regression analysis, was “the stress from teachers and nursing staff.” Nursing students who experienced less stress from teachers and nursing staff had higher professional commitment levels than those who experienced higher stress from teachers and nursing staff (Table 4 ). Previous research has shown that nursing students’ professional identity is easily affected by clinical teachers [ 43 ]. In China, nurses who act as clinical instructors have to face busy clinical jobs; because of time constraints, they do not have enough time and energy to guide nursing students. Students feel a lack of care and guidance from teachers, which scored highest in our study (2.51 ± 0.67); this no doubt will increase nursing students’ stress. Perceived support from nursing teachers was positively correlated with students’ professional identity [ 42 ]. When students felt less guidance and support from their clinical instructors and nursing staff, this negatively affected their post-internship professional commitment.

The fourth variable in order of importance was “Satisfied with course arrangement.” As the nursing students’ satisfaction with course arrangement increased, so too did their professional commitment level. Bobby’s study indicated that course arrangement satisfaction was positively related to the nurse self-concept [ 25 ]. There are several reasons why satisfaction with course arrangement would be associated with students’ professional commitment levels. First, satisfaction with course arrangement increases nurse students’ nurse self-concept, and research shows that a sufficient nurse self-concept can lead to successfully fulfilling the nursing role [ 44 ]. Second, a higher professional self-concept was associated with a reduction in the level of stress, which will help students to be better suited for clinical internships [ 45 ].

The fifth variable in order of importance was “Satisfied with internship.” Nursing students’ professional identity is the result of a process that emerges through the interaction between neophyte, university teacher and tutor during the internship [ 46 ]. Satisfaction with internship implies a good experience during clinical practice, which likely encourages nursing students to think that they are suitable for the nurse role. The match between role and environment thus enhances their professional commitment level.

The following variables in order of importance were “Hospital practicum met expectations,” “Environmental stress” and “Stress from lack of professional knowledge and skills.” There was a close connection between “hospital practicum met expectations” and “satisfaction with internships.” Together with students’ experience, they shape their professional commitment. The literature showed that there was a clear gap between the content taught in school and the clinical practical experience of nursing students [ 47 , 48 , 49 , 50 ]. The discrepancies between theoretical education and nurses’ performance within clinical settings lead to incompatibility within the clinical environment and a feeling of incapability and uselessness of their knowledge. Most studies have found that the lack of professional knowledge and skill is the main source of stress within clinical practice [ 51 , 52 ]. The complex and ever-changing hospital environment also adds great stress to nursing students due to a lack of professional knowledge. The less professional knowledge they have, the more difficult it is for them to care for patients, which leads to reduced self-confidence and increased frustration. The complex environment plus the stress from a lack of knowledge and skill increases role ambiguity. In addition, nursing students with role ambiguity have a more fragile and unstable professional identity, which can undermine commitment [ 53 ].

As shown in our study, students experienced decreased professional commitment levels after the clinical internship. Therefore, we should take some measures to prevent declines in professional commitment following clinical practice. There was a significant association between pre- and post-internship professional commitment. Thus, nursing education should reinforce senior nursing students’ professional commitment during university education. Furthermore, perceived stress in internships was associated with post-internship professional commitment. Institutions and hospital managers should focus on the perceived stress of nursing students in internships and formulate some strategies to reduce their stress levels.

Limitations

As this study was carried out in three universities located in different cities in China, the study results may lack external validity. Moreover, the data were collected during a lecture, so absent students might have had different responses on the instruments. Other data collection methods, such as mailing out surveys, may be considered in the future. The results of this study may have been affected by factors such as time, clinical practice setting and number of nursing students in the three universities where the sample was selected. To minimize the effect of these factors, future studies should broaden sample groups and incorporate different time points to evaluate stress levels and professional commitment. A strength of this study is that it is the first to describe changes in professional commitment among a large group of Chinese undergraduate nursing students before and after their internships. Another strength of this study is that this is the first to explore the strongest predictor of nursing students’ post-internship professional commitment levels using multiple regression.

In our study, we reported that the professional commitment levels of nursing students after internship were lower than those before clinical practice. This study determined that the main factors affecting senior nursing students’ professional commitment were pre-internship professional commitment, “Stress from teachers and nursing staff,” “Stress from taking care of patients,” satisfaction with internship, “Hospital practicum met expectations,” “Environmental stress” and “Stress from lack of professional knowledge and skills.”

Availability of data and materials

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Acknowledgments

We would like to extend our sincere thanks to those who have contributed to the literature on which we established our study, the institutions where the study was conducted and to all the nurse students who voluntarily chose to participate in the study.

This research received grant from the Hunan Provincial Committee of Education (228).

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Ling Zhao, Yinhua Su & Li Liao

Xiangnan University School of Nursing, Chenzhou, Hunan Province, China

Na Jiang & Fanhua Zhou

School of Nursing, Hunan University of Medicine, Huaihua, Hunan Province, China

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Contributions

LZ, LL contributed with study design; YNL, YHS, NJ, FHZ contributed with acquisition of the data; LZ, YNL contributed with data analysis; LZ, YNL, LL contributed with drafting of the article and revision of the manuscript. All authors are in agreement with the content of the manuscript and take full responsibility for the data presented. The author(s) read and approved the final manuscript.

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Correspondence to Li Liao or Yannan Liu .

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All methods were carried out in accordance with Declarations of Helsinki. The study received ethics committee approval from the University of South China. Written consents of the participants in this study were obtained after reading an informed consent.

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Zhao, L., Su, Y., Jiang, N. et al. Changes in professional commitment of undergraduate nurse students before and after internship: a longitudinal study. BMC Med Educ 22 , 282 (2022). https://doi.org/10.1186/s12909-022-03364-0

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The Role of Motivation and Commitment in Teachers’ Professional Identity

Teachers’ professional identity is a feature of an educator that must be planned in an extended, steady, and continuing procedure and typically forms in any particular academic and social setting. As the education profession is largely stressful, it calls for consistent commitment and also motivation to help alleviate the difficulties. Indeed, the educators’ efficiency and effectiveness are mediated by these constructs to both school problems as well as the teaching work as a whole. Besides multiple factors affecting teachers’ professional identity, commitment and motivation have important functions that are addressed by this mini-review of literature. Briefly, several implications are proposed for the EFL instructional recipients.

Introduction

It is normally maintained that educators are the most significant agents in the learning domain ( Pishghadam et al., 2021 ), and their expert achievement decides to a great extent the final achievement of learners and the academic system overall ( Mercer and Dörnyei, 2020 ). One of the most prominent dimensions of regarding an educator as effective is educator identity, which has attained great interest in academic studies and is recently a rather novel topic ( Kalali Sani et al., 2022 ). Professional identity is characterized as an individual’s professional self-concept dependent upon different elements like experience, conviction, values, motivations, and characteristics. It is an intricate, altering, and individual matter and a continuous cycle and is built by associating with others ( Motallebzadeh and Kazemi, 2018 ). Professional identity, as the center of the teaching career, offers a foundation for self-conception in which every individual discriminates something concerning themselves reliant upon their experiences, reasons, convictions, and values ( Derakhshan et al., 2020 ). It is contended that it is a multidimensional matter involving individual, expert, and surrounding elements that affect educators’ manner in class and their teaching success ( Hanna et al., 2020 ). Professional identity development is among the numerous difficulties EFL educators face all through their primary years of instruction, which has led to considerable conduction of studies ( Kanno and Stuart, 2011 ). Identity definition is a hard challenge because of its several aspects and lively nature which is influenced by lots of elements and modifications through time ( Beauchamp and Thomas, 2009 ). It is said that identity is influenced by internal as well as external factors to the individual ( Ruohotie-Lyhty, 2013 ). It appears to be that mental elements, among many elements that are relevant to educators’ attributes, have the most important function such as commitment, motivation, and self-effectiveness ( Kalali Sani et al., 2022 ). Indeed, for EFL educators, motivation, self-confidence, discernments regarding the work, degree of job fulfillment and further plans are elements that affect their professional identity ( Day et al., 2006 ). Comprehending educators’ identities is crucial to gain a greater depth of insight into the elements that affect educators’ decision-making cycle, demeanors, and convictions ( Fogle and Moser, 2017 ). Accordingly, it can be inferred that identity is an element that affects educators’ motivation, self-effectiveness, commitment, and success.

Commitment is an important problem that is related to educators’ identity referring to the fact that any instructional degree has critical importance and has acquired lots of crucial attention. The management of the academic section calls for a better expert commitment of educators, which is described as an attachment, association, and agreement to the workplace and responsibilities to fulfill the tasks and duties ( Zhang et al., 2021 ). These investigations sometimes address commitment; however, it is a significant dimension of oneself that is sometimes thought to be associated with identity. For instance, turning into an EFL educator calls for the commitment of oneself, not simply fulfilling an assigned task within the class ( Kanno and Stuart, 2011 ). Commitment is also an issue in whether educators work enough to solve the demanding situations of being inexperienced and involved in identity growth and professional learning ( Day, 2008 ). Because education is shown to be a challenging career for educators in due course, their tendency to continue their career is vitally critical to catching up on engagement in education that alludes to commitment. Certainly, educator commitment is highly prioritized because teacher professional identity is grown by educators’ commitment to their careers ( Akkerman and Meijer, 2011 ). In the same vein, a large number of other researchers focused on the connection between teacher professional identity and educator commitment and consider educator commitment as an essential idea regarding professional identity ( Day et al., 2006 ; Cohen, 2010 ). They accentuated the requirement for standard educator teaching in connection with capability-based and commitment-directed educator teaching. If an educator seeks capabilities and commitment, it will lead to a decent educator presentation. It is presumed that in the functional sense, commitment on the part of teacher educators simply involves both using their best for presenting educator trainees to the capabilities they would require as educators at school and motivating them to teach values of the teaching career.

Furthermore, the last main theory of motivation is the self-determination theory effectively examined relating to educators in the course of their professional path ( Ryan and Deci, 2020 ). The definition of motivation is self-specified and independent, as opposed to externally managed. While educators experience independent and autonomous motivation in their work, they experience positive results, namely, feeling of individual fulfillment, involvement in independent-helping education conducts, improving learners’ independent motivation for learning, and a decrease in the degrees of exhaustion ( Roth et al., 2007 ).

Regarding the function of educators’ professional identity in educators’ fulfillment in instructing and establishing rapport with learners, it is crucial to take into account what may influence such construct. Therefore, based on the review of literature, it could be assumed that within the EFL institutions, there is an inclination toward inspiring educators to enhance their information, education tactics, teaching, and citizenship conduct as some elements of educators’ professional identity. Indeed, teachers experience professional identity change after learning English so their level of commitment toward students should be at the center of attention more, although earlier research has only considered teachers in the perspective of motivation, and self-efficacy in the progress of teachers’ professional identity ( Meihami, 2021 ); however, some factors such as commitment and motivation that might build the professional identity of teachers are ignored. This review makes an effort to fill this lacuna by reviewing those precarious issues such as commitment and motivation in the professional identity of teachers.

Review of Literature

It is believed that identity pertains to human beings’ notion of who they believe they are, and what different human beings think about them ( Jonker et al., 2018 ). Identity as a general term is regarded as a feeling of subjectivity and it will change over time according to the environment where people live and do their jobs ( Pennington, 2015 ). The main identity can offer the capability to start an activity and record an experience and consistent with scholars’ description of identity, Alsup (2006) states that its growth is a continued, always changing event that obliges people to experience digressive anxiety and cognition discordance resulting in elevated comprehension of intersections between people and expert selfhood. Regarding EFL teaching, the issue of educator identity is taken into consideration as an important issue influencing their functioning and therefore focused on by a large number of outstanding scholars ( Korthagen, 2003 ). Establishing and maintaining identity includes the procedure of turning into, which deals with not only our understanding and actions but also our identity; despite this, educational programs mostly run short by concentrating on developing certain expertise and competencies without dealing with the temporary self-evolution ( Dall’Alba, 2009 ). Educators’ PI lies at the center of the education career. It provides educators with a framework to build their very own thoughts of ‘the way of being,’ ‘the way of action,’ and ‘the way of understanding their work and their status in the community. Considerably, educator identity is not constant nor imposed; however, it can be negotiated thru experience and the feeling that is produced by such experience ( Sachs, 2005 ).

Motivation pertains to the reason behind people’s specific decisions, engagement in a task, and persistence in pursuing it and it manages the significance of powerful factors and personal engagement in L2 studying ( Ushioda, 2008 ). It is an individual contrasting element, operating as a motivating factor or inspiration to move or to conduct a thing. It is a passion with a type of thrill that ends in perseverance to get better results, irrespective of their life course, which is associated with stimulating goal-oriented behaviors ( Singh, 2011 ). Two different types of motivation exist: independent and regulated motivation. In one aspect, independent motivation alludes to action with a sense of decisiveness, facing selections and it is related to higher levels of psychological well-being, higher will and decisiveness, higher mental skills, higher levels of job consent, and organizational loyalty and in another aspect, regulated motivation refers to working with a sense of obligation ( Fokkens-Bruinsma et al., 2018 ).

Commitment refers to behavior or psychological state explaining the employee-employer relationship which ultimately affects their tendency to stay or quit the organization ( Kotzé and Nel, 2020 ). Particularly, teacher commitment is fundamental for excellent instructing and it integrates a commitment to the school, learners, vocation persistence, skillful knowledge base, and teaching profession ( Crosswell and Elliott, 2004 ) and teachers’ commitment reflects teachers’ sense of loyalty and dependence on the enterprise they work for and is shown as a substantial indicator of numerous learning and psychological outcomes ( Day, 2008 ). The development of commitment within the academic environment may be logically expected to contain energetic and mutual relationships among various mental, relational, and surrounding factors ( Human-Vogel, 2013 ). Considering such repeated interplay, multiple commitments have higher necessity compared to others in different instances, and also the strength of such commitments depends on the outcomes of various powers in people’s lives ( Choi and Tang, 2009 ). Committed teachers get engaged in communication with their learners and take into account their improvement and they makes an effort for competence in nurturing various methods ( Day, 2008 ).

Teacher professional identity is central to education that is a rather challenging assignment because it is an important factor in making sure of educator motivation, maintaining the educators’ commitment to their career, and enhancing their philosophy of education ( Derakhshan, 2022 ). In addition, it forms educators’ understanding of their roles, academic reforms, modifications in the educational program, using approaches and techniques, and their association to different important issues inside the academic setting and the way they manage those. Educators’ identity entails the power of commitment and dependence on education activity and/or on education in a particular subject or setting ( Pennington, 2015 ). Education is a difficult and demanding career and therefore, it needs devotion to learners and education activity, which allows commitment to the front. Commitment is an especially associated notion of teacher professional identity as educators need to maintain their intrinsic motivation to meet academic expectations, learner desires, and individual purposes ( Pennington, 2015 ). It can be concluded that commitment is required for educators to get engaged in some tasks and to have a potent teacher professional identity, it is expected that educators keep their commitment to their profession because the level of commitment plays a role in whether or not an educator needs to maintain his education career with pleasure or quit the task with exhaustion and burnout. Consequently, it is claimed that teachers’ professional identity and their commitment degree are interdependent and interrelated ( Keskin, 2020 ).

Implications and Suggestions for Further Research

This review of literature has some implications for all stakeholders in the educational domain like teachers, school principals, and policymakers because comprehending teacher professional identity refers to comprehending educators’ activities and commitment and motivation for their careers which is central to their measures ( Day et al., 2006 ). Educators must be told of the significance of motivation since by building their enthusiasm, their profession is being formed and this identity decides their work presentation and career success at the workplace. Another suggestion of the current research can be oriented mainly toward teachers and managers in EFL educator and instructor growth organizations to offer more regard to educators’ identity and their motivation and to involve these concepts in the syllabus to prepare and offer preservice teachers with greater educators’ degree of motivation and commitment as well as a deeper comprehension of organizational and professional identities. It is revealed that some features such as motivation and commitment in the teaching occupation are deemed as the most important constructs of EFL teachers’ professional identity profile.

Furthermore, the outcomes of the present research could imply that EFL educators ought to attempt to determine the possible origins of their motivation, commitment, and efficiency and introduce a few feasible techniques that are prone to improve the level of their comprehension of these factors. Results of the current research can also assist teacher educators and syllabus planners with understanding EFL educator features such as professional identity and its connection to academic motivation and commitment more intensely. EFL educators may enhance their education through intentional and analytical focusing on their individual identities within the education procedure. Educators are needed to be committed to a professional information base to catch up with the newest developments in the academic subject. Such sort of commitment consists of a more potent and greater properly-settled professional identity as educators with professional expertise base commitment tend to indicate more attempt to participate in various workshops, meetings, and different professional improvement tasks associated with their field of education to enhance themselves for turning into a more powerful and competent educator.

Professional identity as a section of educators’ identity pertains to the alternative language educators’ individual features like their motivation and their commitment. Also, as the teachers’ professional identity is viewed as the principal of their teaching capabilities that regulates their teaching preparation, motivation, and commitment, effective results are anticipated to be gained from prolonged studies in this domain. Designing educators’ effective identity helps their commitment to learning, increasing their comprehension and skills and encouraging them to play a dynamic role in their education ( Izadinia, 2018 ). More empirical studies can be done to collect qualitative data such as interviews about how teachers perceive their professional identities concerning commitment and motivation. More action research and reflective practice can be done in future to show teachers’ reflection on their classroom performances that can develop teachers’ identity. Also, as other concepts, such as teacher motivation and emotion are related to EFL teachers’ professional identity development, more studies can be done to consider them in the case of eachers’ professional identity progress.

Author Contributions

The author confirms being the sole contributor of this work and has approved it for publication.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

This study was supported by the grants from the Department of International Cooperation and Exchange, Ministry of Education of PRC [(2020) No. 173] and North China University of Water Resources and Electric Power, 2021 NCWU Education and Teaching Research and Reform Project [(2022) No. 8].

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Survival Skills for Thesis and Dissertation Candidates pp 1–4 Cite as

Your Commitment is Essential to Success

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Fleming, R.S., Kowalsky, M. (2021). Your Commitment is Essential to Success. In: Survival Skills for Thesis and Dissertation Candidates. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80939-3_1

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Career Decision-Making Self-Efficacy and Professional Commitment Among Master Nursing Students

Affiliations.

• 1 1 Central South University, Changsha, China.
• 2 2 Jining No. 1 People's Hospital, Jining, China.
• 3 3 University of Washington, Seattle, WA, USA.
• 4 4 Hebei Medical University, Shijiazhuang, China.
• PMID: 28322647
• DOI: 10.1177/0193945916682236

Developing countries face a shortage of nurses with higher education, such as those with a master's degree. However, few studies have investigated the interaction between career decision and professional commitment (PC) of nursing students, especially for postgraduates. This study performed correlation analysis for career decision-making self-efficacy (CDMSE) and PC of 545 nursing postgraduate students from nursing schools at 19 universities or colleges throughout mainland China, who came from different regions, and possessed different years of study and different types of degrees as well as part-time job experiences. Data reliability and validity were confirmed for both Career Decision-Making Self-Efficacy Scale for university students (CDMSE-R) and Professional Commitment Questionnaire (PCQ). We found positive correlations between factors of PC and CDMSE. The score of CDMSE was different between regions, degree types, grades, and part-time job experiences. According to our results, we suggest nursing education or career advisory services should promote the PC of nursing students according to factors of their CDMSE scores.

Keywords: career choice; cross-sectional survey; postgraduate nursing education; professional commitment; self-efficacy.

Publication types

• Research Support, Non-U.S. Gov't
• Career Choice*
• Cross-Sectional Studies
• Decision Making*
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Dissertations / Theses on the topic 'Workplace commitment'

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Crollick, Sharon Lee. "Value congruence and organisational commitment : implications for workplace behaviour /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18061.pdf.

Bayer, Lucy. "The investment model and organizational commitment predicting workplace behaviors /." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3733.

Struwig, Anton. "Commitment as a factor to facilitate change in the workplace." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50298.

Foster, Scott. "An investigation into organisational commitment to spirituality in the workplace." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4362/.

Heizman, Karen Elizabeth. "The Effect of Workplace Characteristics on Millennial Worker Organizational Commitment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6215.

Ruhle, Sascha Alexander [Verfasser]. "Explaining Individual Differences in Workplace Commitments - The Role of Residual Bonds and Commitment Propensity / Sascha Alexander Ruhle." Wuppertal : Universitätsbibliothek Wuppertal, 2013. http://d-nb.info/1038222699/34.

Sclan, Eileen Mary. "The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.

Duranceau, Richard C. "Golden promises, empty realities? : trust, commitment and control in the workplace." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ43630.pdf.

Starendal, Katarina. "LOJALITET I FÖRHÅLLANDE TILL ARBETSPLATSEN – WORKPLACE COMMITMENT : En jämförande studie mellan Generation Y och Baby Boomers tunneltågförare." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62320.

Robbertze, Ruhan. "The relationship between workplace training, the perceived effectiveness of training and organisational commitment." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23239.

Hartmann, Suzette. "Psychological empowerment in a recruitment company / Suzette Hartmann." Thesis, North-West University, 2003. http://hdl.handle.net/10394/2442.

Ruggiere, Paul John. "Organizational Commitment in a Self-Managing Work Team Environment." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc501012/.

Parry, Julianne Mary, and j. m. parry@cqu edu au. "The Effect of Workplace Exposure on Professional Commitment: A Longitudinal Study of Nursing Professionals." Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.133840.

Phillips, Lisa. "Staff retention and generational diversity : workplace characteristics that predict affective commitment and turnover intentions /." [St. Lucia, Qld.], 2007. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20085.pdf.

Schmuttermaier, John R. (John Richard) 1958. "A qualitative study of commitment in the workplace during a period of radical change." Monash University, School of Humanities, Communications and Social Sciences, 2002. http://arrow.monash.edu.au/hdl/1959.1/8211.

Shin, Hwayeon Helene, and helene shin@abs gov au. "Institutional safe space and shame management in workplace bullying." The Australian National University. Research School of Social Sciences, 2006. http://thesis.anu.edu.au./public/adt-ANU20061114.142503.

Groff, Kyle. "Examining the Moderating Role of Organizational Commitment in the Relationship between Shocks and Workplace Outcomes." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4058.

Entwistle, George Henry. "Measuring effort expended in the workplace: discretionary effort and its relationship to established organizational commitment and attachment dimensions." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33467.

Dannhauser, Zani. "The relationship between servant leadership, follower trust, team commitment and unit effectiveness." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/375.

Patrick, Amber Marie. "Faculty to Faculty Workplace Bullying Across Disciplines in Higher Education| Effects on Organizational Trust and Commitment." Thesis, William Carey University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183082.

As bullying was eventually labeled an adult problem, research refocused from the child’s playground to the adult playground—the workplace. Schoolyard bullies likely grow into workplace bullies when actions are encouraged or ignored. Though workplace bullying (WPB) research has been conducted in the field of general academia little has been done to study bullying in higher education. In addition to the lack of literature, bullying behaviors have been difficult to define and measure. As a result, narrow operational definitions of WPB have been commonplace. Therefore, WPB has gone largely underreported and targets have been fundamentally underrepresented.

The purpose of this convergent parallel mixed methods study focused on two areas. One focus was to determine whether faculty to faculty WPB across disciplines in higher education impacted organizational trust and commitment in one private, faith-based university in the southeastern United States. The second focus was on the faculty’s perceptions of bullying behaviors.

From the findings it was concluded: (a) targets of WPB exhibited lower organizational trust following the bullying incident, (b) targets of WPB committed to the organization the same following the bullying incident, (c) targets of WPB exhibited lower job satisfaction, (d) targets of WPB perceived bullying behaviors that were grouped into five themes, and (e) targets experienced effects of WPB that were grouped into four themes.

Implications for practice include recommendations for researchers, leaders and faculty members in higher education, and policy-makers. The study concludes with specific recommendations for further research.

Masia, Uanda. "The relationship of work stress and job insecurity with workplace safety compliance, job satisfaction and commitment in a mine / Uanda Masia." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4238.

Allen, Josh. "Testing and Expanding an Emotion-Centered Model of Workplace Aggression: The Moderating Effects of Perceived Intensity and Social Support in the Workplace." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/975.

Cahill, Francis Joseph, and n/a. "The influence of self aspects, sources of workplace satisfaction and gender on organisational commitment an integrated model." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20070424.155259.

Cahill, Francis Joseph. "The influence of self aspects, sources of workplace satisfaction and gender on organisational commitment an integrated model /." Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20070424.155259/index.html.

Sangweni, Nozipho. "Spirit at work and the South African public health workers’ organisational commitment." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26038.

Abusah, David. "Knowledge sharing at work : the role of evaluation apprenhension [sic], perceived benefits and organisational commitment /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16278.pdf.

Wadman, Clara. ""Who's the boss?" : A reassessment of gender inequality in workplace authority in the Swedish public and private sector." Thesis, Stockholms universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107255.

Smith, James Garry. "Spirituality in the salesperson: the impact of the golden rule and personal faith on workplace job attitudes." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5815.

Wilson, Justin W. "The relationship between the associated symptoms of first nation peoples' historical losses and organizational commitment in the Canadian workplace." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615801.

Researchers have found that minorities suffering from traumatic stress report increased levels of stress in the absence of supportive and committed work environments; however, a paucity of empirical research exists for First Nations Peoples (FNP). The purpose of this quantitative correlation study was to examine the nature of the relationship between FNP's associated symptoms of historical loss, assessed by the Historical Loss and Associated Symptoms Scale, and organizational commitment, as measured by the Three Component Employee Commitment Survey. A total of 118 residential school survivors completed surveys. Correlation analysis was used to determine the significance of historical loss in relation to organizational commitment among survivors. Results showed an inverse relationship between affective commitment and associated symptoms of historical loss and between continuance commitment and associated symptoms. No statistically significant correlation was found between normative commitment and historical loss or associated symptoms. Findings can help inform targeted engagement, recruitment, and retention initiatives designed to accommodate FNP perspectives and experiences into organizational culture and systems. Implications for positive social change include better understanding of factors impacting career progression among FNP, such as organizational commitment. Results may also inform culturally safe interventions that help FNP to be successful.

Wilson, Justin W. "The relationship between the associated symptoms of first nation peoples' historical losses and organizational commitment in the Canadian workplace." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1122.

Edun, Anya T. "Workplace Discrimination Climate and Team Effectiveness: The Mediating Role of Collective Value Congruence, Team Cohesion, and Collective Affective Commitment." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1761.

Wyspianski, Judy F. "Relationship of personality types to the outcome of a values-based workplace seminar expressed as commitment to the principles taught." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/NQ45200.pdf.

Wyspianski, Judy Frances. "Relationship of personality types to the outcome of a values-based workplace seminar expressed as commitment to the principles taught." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8785.

Devries, Valerie Low. "A Mixed Methods Study on the Relationship among Strategic Human Resource Practices, SOAR, and Affective Commitment in the Federal Workplace." Thesis, Lawrence Technological University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100301.

Employees who remain with an organization because they want to, represent a positive organizational phenomenon known as affective commitment (AC). The purpose of this study is to investigate the predictive ability of strategic Human Resource (HR) practices to create AC in the context of federal knowledge workers, determine the role of SOAR in the relationship between strategic HR practices and AC, and the effect of AC on positive behavioral outcomes. SOAR stands for strengths, opportunities, aspirations, and results.

This mixed methods study explored the relationship among strategic HR practices, SOAR, AC, and behavioral outcomes. Data were gathered using a survey instrument containing 42 items. The population was federal knowledge workers in a science and technology field. 204 participants completed the study survey and a final sample of N = 188 surveys were used for analysis.

Quantitative analysis was conducted using descriptive and inferential statistics; qualitative analysis included thematic analysis. Results from the quantitative analysis suggested that strategic HR practices predict AC; the SOAR construct is a partial mediator of the relationship between strategic HR practices and AC; SOAR did not function as a moderator of the relationship between strategic HR practices and AC; and AC encourages the development of positive behavioral outcomes. Results from the qualitative thematic analysis suggested that there are seven prominent themes that sustain commitment in this federal organization and they are: accountability, career advancement, leadership, meaningful work, mission, reward/recognition, and training.

For federal organizations similar to this one, it is recommended that they engage the SOAR approach to increase the effectiveness of strategic HR practices in generating AC; implement strategic HR practices that encompass the seven major themes; a positive proactive way of viewing employee commitment by cultivating AC as opposed to studying turnover trends; and engage in conversations about strategic change using dialogical methods based on appreciative inquiry. Future research could include studies on how the federal government communicates strategic HR practices to their employees and whether or not they choose to adopt dialogical versus diagnostic approaches.

Brinck, Olivia, and Hanna Larsson. "WORKPLACE VALUES, SUSTAINABLE EMPLOYMENT AND TURNOVER INTENTION: A GENERATIONAL PERSPECTIVE." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159430.

Lemerle, Kate Anne. "Evaluating the Impact of the School Environment on Teachers' Health and Job Commitment: Is the Health Promoting School a Healthier Workplace?" Queensland University of Technology, 2005. http://eprints.qut.edu.au/16160/.

Price, Stephen. "Examining the role of psychological capital as a mediator between perceived authentic leadership, work engagement and workplace commitment among school teachers." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25415.

Poteat, Laura. "For Better or Worse: An Examination of the Antecedents and Outcomes of Mentor Commitment in Mentoring Relationships." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4205.

Pingo, John Charles. "AN EXAMINATION OF THE EFFECTS OF FEEDBACK AND ACCEPTANCE AND COMMITMENT TRAINING ON DIRECT SUPPORT PROFESSIONAL ACTIVE TREATMENT IMPLEMENTATION, STRESS, AND JOB SATISFACTION." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/210.

Tshabalala, Mantombi Eldah. "Job insecurity, organisational commitment and job satisfaction of engineers in a parastatal / by Mantombi Eldah Tshabalala." Thesis, North-West University, 2004. http://hdl.handle.net/10394/562.

Dagosta, Joseph William. "I Saw Something, Do I Say Something? The Role of the Organization, Supervisor, and Coworkers in Encouraging Workers to Peer Report Others’ Counterproductive Work Behavior." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1495107814943573.

Bloch, Alexandra Christel. "Exploring employee recognition as a managerial tool : a consideration of the effects of team efficacy, goal commitment and performance monitoring /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19200.pdf.

Riggle, Robert J. "The impact of organizational climate variables of perceived organizational support, workplace isolation, and ethical climate on salesperson psychological and behavioral work outcomes." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002037.

Caudill, Abbie Nicole. "Academic Gender Diversity Climates: A Multi-Method Study of the Role of Diversity Climate in Academic Workplace Outcomes." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1540823577252695.

Vilakazi, Sibongile Deborah. "The relationship between gender-based affirmative action attitudes, participation in decision-making and organisational commitment." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09302008-074617.

Criss, Pamela Myatt. "Prevalence of client violence against social work students and its effects on fear of future violence, occupational commitment, and career withdrawal intentions." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002843.

Lu, Jing. "An Investigation of Workplace Characteristics Influencing Knowledge Worker’s Sense of Belonging and Organizational Outcomes." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-162062.

Abbott, John B. "An investigation of the relationships between job characteristics, satisfaction, and team commitment as influenced by organization-based self-esteem within a team-based environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2589/.

Issa, Mamadel Bassirou. "Motivation, comportements antisociaux au travail et implication dans le travail : études dans le contexte de l'industrie minière au Niger." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21815.

Nyandeni, Bonginkosi Theodore. "Diversity management for multinationals operating in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96208.