Antecedents and Consequences of Innovative Work Behavior in Indonesian Higher Education During the COVID-19 Pandemic
Why this work is in the frame
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Bibliographic record
Abstract
The COVID-19 pandemic has brought various social impacts on the higher education service industry (Higher Education Institutions/HEIs).Changes in the online learning process provide the reality of job stress and the demands of innovative behavior to demonstrate performance at HEIs in Indonesia also require innovative employees as a new approach to work.This study examined how the direct effect of workplace happiness on innovative work behavior and innovative work behavior to work performance, by placing job stress as a mediator on workplace happiness to innovative work behavior.The purposive sampling was employed with the criteria of permanent lecturers and having a National Lecturer Identification Number.This study employed a survey method by which a total 354 lectures of private HEIs participated (Muhammadiyah and Aisiyah College).The research model was tested using PLS_SEM Modelling and descriptive-interpretive coding.The results uncovered that workplace happiness had a positive effect on innovative work behavior, workplace happiness had a negative effect on job stress, job stress had a negative effect on innovative work behavior, innovative work behavior had a positive effect on work performance.In addtion, the mediation result was supported, where job stress mediate the effect of workplace happiness on innovative work behavior.
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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