University of North Carolina at Charlotte

About: University of North Carolina at Charlotte is a education organization based out in Charlotte, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 8772 authors who have published 22239 publications receiving 562529 citations. The organization is also known as: UNC Charlotte & UNCC.

Building Collegial Information Networks: A Theory of Advice Network Generation

Abstract: The theory of network generation I present predicts actor selection and retention in forming an advice network. The research question explored is whom do people contact when needing advice? The theory posits that the advice seeker, when possessing rich information on potential alters, decides whom to contact by trading off expected knowledge value versus the cost of obtaining it. In the contact information poor case, alter selection antecedents are the potential contact's accessibility and perceived willingness to share advice.

Advancing Organizational Support Theory into the Twenty-First Century World of Work

Abstract: Purpose This review focuses and aids the development of organizational support theory, which explains relationships between employers and employees based on social exchange. Many studies have explored the theory’s central construct, perceived organizational support (POS), or the degree to which employees believe their work organization values their contributions and cares about their well-being. Since the last review of POS literature in 2000, the occupational landscape has shifted, increasing nontraditional work relationships and the importance of managing an international workforce while considering influences on employee well-being. This review discusses how the recent POS research reflects these trends.

Effects of Test Anxiety and Evaluative Threat on Students' Achievement and Motivation

Abstract: Identification of factors that influence post-secondary student achievement and motivation in the classroom continues to be an important educational objective. The author investigated the interactive effects of learner characteristic, test anxiety, and the classroom variable, threat of evaluation, on the achievement and motivation of 61 postsecondary students assigned randomly to high- or low-evaluative threat conditions. Statistically significant interactions revealed that all the students, particularly the test-anxious students, performed poorly and were less motivated when exposed to highly evaluative classrooms. The findings expand previous research and should be considered by professors when they design and implement higher education courses.

Framing the Entrepreneurial Experience

Abstract: Building on affective events theory (AET), an experiential perspective for conceptualizing entrepreneurship is introduced. As a “lived experience,” entrepreneurship represents a cumulative series o...