Dimensionality and Consequences of Employee Commitment to Supervisors: A Two-Study Examination
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT Research on the 3-component model of organizational commitment— affective, normative, and continuance—has suggested that continuance commitment comprises 2 subcomponents, perceived lack of alternatives and sacrifice (e.g., S. J. Jaros, 1997 Jaros, S. J. 1997. An assessment of Meyer and Allen's (1991) three-component model of organizational commitment and turnover intentions. Journal of Vocational Behavior, 51: 319–337. [Crossref], [Web of Science ®] , [Google Scholar]; G. W. McGee & R. C. Ford, 1987 McGee, G. W. and Ford, R. C. 1987. Two (or more?) dimensions of organizational commitment: Reexamination of the affective and continuance commitment scales. Journal of Applied Psychology, 72: 638–642. [Crossref], [Web of Science ®] , [Google Scholar]). The authors aimed to extend that research in the context of employees’ commitment to their immediate supervisors. Through two studies, they examined the validity and consequences of a 4-factor model of commitment to supervisors including affective, normative, continuance-alternatives, and continuance-sacrifice components. Study 1 (N = 317) revealed that the 4 components of commitment to supervisors were distinguishable from the corresponding components of organizational commitment. Study 2 (N = 240) further showed that the 4 components of commitment to supervisors differentially related to intention to leave the supervisor, supervisor-directed negative affect and emotional exhaustion. The authors discuss the implications of these findings for the management of employee commitment in organizations.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it