<![CDATA[Purpose – This study aims to examine the effect of neuroticism on faculty Perceived Research Productivity by considering the mediating role of learning orientation and the moderating effect of job autonomy. Design/methodology/approach – This study used a quantitative approach with a cross-sectional survey design. Data were collected from 100 faculty members at Universitas Kristen Indonesia Maluku through online questionnaires. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Finding/Results – The results show that neuroticism has a positive effect on faculty Perceived Research Productivity, both directly and indirectly through learning orientation. Learning orientation mediates the relationship between neuroticism and Perceived Research Productivity. Job autonomy strengthens the effect of neuroticism on Perceived Research Productivity but weakens the relationship between neuroticism and learning orientation. The moderated mediation model explains 71.6% of the variance in Perceived Research Productivity. Originality/Value – This study contributes to the literature by applying Trait Activation Theory in the context of academic Perceived Research Productivity. It highlights the importance of psychological traits, learning orientation, and job autonomy in improving faculty research performance. The findings also offer practical implications for higher education institutions in designing autonomy-based and learning-oriented human resource development strategies.]]>
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