Examining the roles of job involvement and work centrality in predicting organizational citizenship behaviors and job performance

By J. Diefendorff, Douglas J. Brown, Allen M. Kamin, R. Lord. 2002

516 citations recorded by the source corpus.

A recent meta-analysis by Brown (1996) concluded that job involvement was unrelated to job performance. The present investigation proposed that the null findings reported in this meta-analysis stem from the choice of performance criteria and the use of job involvement measures that are confounded with work centrality in the primary studies included in the meta-analysis. The current study found that job involvement, when assessed with a recently published measure (Paullay et al., 1994), is a significant predictor of supervisor ratings of organizational citizenship behaviors (OCB) and in-role performance, controlling for work centrality and other individual difference variables. Consistent with recent findings, there is evidence that sex moderates some of the job involvement and OCB relationships, with females having a stronger, positive relationship between these constructs than males. Copyright © 2001 John Wiley & Sons, Ltd.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1910e8481cde744fb8f34aac394c6414981e7125

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Organizational Citizenship Behavior in Teaching: The Consequences for Teachers, Pupils, and the School. (2009, methodology): “OCB is perceived as being more discretionary and less constrained by work process technology and other task features than role activities ( Diefendorff et al. , 2002”
Impact of Job Involvement on In-Role Job Performance and Organizational Citizenship Behaviour (2008, methodology): “Finally Rotenberry and Moberg (2007), using the same measure of job involvement as Diefendorff et al., (2002), reported a small but significant positive correlation (r = 0.”
The nature of employee engagement: rethinking the employee–organization relationship (2017, background): “cant because previous studies have indicated the importance of the centrality of work in employees’ worldview to enhancing their performance and outcomes (Diefendorff et al., 2002; Kalleberg & Mastekaasa, 2001) and underscored the negative relationship between work centrality and both absenteeism an”
Support, trust, satisfaction, intent to leave and citizenship at organizational level (2010, unknown): “This measure is used regularly (Diefendorff et al., 2002; Foote and Tang, 2008; Zoghbi-Manrique de Lara, 2008).”
Perfectionism, self-efficacy and OCB: the moderating role of gender (2012, background): “Gender has been posited as a key influence on the performance of OCB (Diefendorff et al., 2002), due to social norms emphasizing the performance of communal, helping behaviours by women, in contrast to independent, assertive behaviours by men (Eagly and Steffen, 1986; Langford and MacKinnon, 2000).”
Big five traits and intrinsic success in the new career era: a 15 year longitudinal study on employability and work-family conflict (2013, background): “This is further supported by research demonstrating that highly conscientious individuals tend to place work more centrally in their lives (Diefendorff et al., 2002).”
Going Beyond Role Expectations: Toward an Understanding of the Determinants and Components of Teacher Organizational Citizenship Behavior (2006, background): “…variables, job satisfaction, organizational commitment, perception of fairness, and indifference toward rewards were found to be positively related to OCB (Diefendorff et al., 2002; Kidwell et al., 1997; Organ, 1988, 1990; Somech & Bogler, 2002; Somech & Drach-Zahavy, 2000; Spector & Fox, 2002).”
Influence of Teacher Empowerment on Teachers' Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools. (2004, background): “OCBs operate indirectly; they influence the social and psychological environment of organizations, which in turn influence the technical core (Diefendorff et al., 2002).”