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All Journal Journal of Advanced Research in Social Sciences and Humanities
Georgia Moschogianni
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Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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From Manipulation to Silence: Examining the Mediating Roles of Workplace Anxiety and Abusive Supervision and Conditioned by Leaders Self-Serving Cognition Georgia Moschogianni
Journal of Advanced Research in Social Sciences and Humanities Volume 8, Issue 4, December 2023
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-08-2023-0402

Abstract

Aim: Machiavellianism, which describes leaders pursuing their own interests by followers, has recently attracted the attention of academics. The body of data suggests that leaders’ Machiavellianism has a wide range of negative effects, we examine why and when leaders exhibit Machiavellianism in order to provide guidance on how to avoid it. Methodology: Using a cross-sectional field survey with convenience sampling technique, participants in the study included 211 managers and senior level employees working in service sector SMEs from Athens, Greece’s. The theories were tested using structural equation modeling in a quantitative study. Findings: The findings show that leaders’ Machiavellianism has a significant impact on workplace anxiety and abusive supervision through employee silence. A leader’s self-serving cognition moderates the significant relationship between workplace anxiety, abusive supervision, and employee silence. Based on trait activation theory, current study suggests that when leaders with Machiavellian traits have a weak sense of responsibility for their choices and employee silence, they are more likely to experience workplace anxiety, abusive supervision, and self-serving cognition. Implications/Novel Contribution: The current study offers important theoretical and practical insights for the policy makers for the factors that contribute to leaders’ Machiavellianism and its role towards employee silence. Recommendations and future research directions are suggested.
Moderating Effect of Psychological Distress on the Link between Social Media Adoption and Learning Outcomes Georgia Moschogianni
Journal of Advanced Research in Social Sciences and Humanities Volume 10, Issue 2, June 2025
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-10-2025-0205

Abstract

Aim: The study examine that e-learning readiness has impact on academic performance and learning engagement, moderating role of psychological distress and mediating role of social media adoption, drawing with social cognitive theory among university students in Athese, Greece. Methodology: A questionnaire was employed and data collected 378 graduate students through quantitative field survey research design among university students. Findings: The e-learning readiness has a significant impact on academic performance and learning engagement. Also, significant mediating role of social media adoption between e-learning readiness with academic performance and learning engagement. Furthermore, significant moderating role of psychological distress between social media adoption with academic performance and learning engagement. In addition, students used online learning tools in their studies. Implications/Novel Contribution: This study contributes to theoretical and policy implications based on RBV theory by demonstrating how human resources practices are dynamic and may be sustained for a competitive advantage. Moreover, the study has practical implications for leaders of higher education that they can see how technology and talent management should complement each other’s contributions to facilitate performance sustainability. Online learning environments and e-learning environments specifically differ from general classroom environments in that they are, generally, self-paced learning environments where learners study at flexible times. The moderating role of psychological distress is a particularly important finding, as this finding is indicative that even academically high-performing, engaged, and prepared students would struggle to perform if their mental health needs were not fulfilled. Therefore, illustrating pathways for educators and educational stakeholders to strengthen or build better support systems for students and resilience for both students and educators.
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