This study aims to analyze the relationship between psychological capital profiles and internal learning in teams. The participants in this study were 480 undergraduate students. We performed a cluster analysis using the SPSS and yielded four distinct psychological capital profiles. The student profile with the highest scores in self-efficacy, optimism, hope, and resilience (Profile 2-Fully PsyCap) exhibited also the highest scores of internal learning in teams. On the other hand, the student profile with the lowest scores in self-efficacy, optimism, hope, and resilience (Profile 1- Empty PsyCap) presented the lowest scores of internal learning in teams. It is also noteworthy that there was no significant relationship between the profile with a positive combination between self-efficacy and hope (profile 4) and the profile that presents the optimism as the only positive psychological capability (profile 3), in the way they relate to internal learning in teams, which led us to reject the second hypothesis of the study. This study reinforces the role of psychological capital in academic settings and suggests that psychological capital profiles can affect internal learning in teams differentially.

Purpose: The purpose of this paper is to understand the relation between leadership perception and workers’ sense of calling. Design/methodology/approach: Workers’ sense of calling has been shown to relate to organizational outcomes such as job satisfaction, career development, personal growth, and well-being. Although recent studies point the sense of calling as a consequent of several organizational variables, the role of leadership in promoting workers’ sense of calling is yet to be analyzed. A self-report questionnaire was applied to a group of 325 Portuguese nurses to analyze this relation. Structural equation modeling was used to analyze the results. Findings: Results indicate a positive relation between a leader perceived as transformational or transactional and workers’ sense of calling. Directive and empowering leadership perception were found not to be related to calling. Unexpectedly, a significant positive relation with aversive leadership perception was identified. Research limitations/implications: A confounding relation between aversive leadership perception and sense of calling cannot be excluded. It is possible that an unknown third variable, such as resilience or positive affect, is serving as a mediating bridge between leadership perception and the sense of calling. Further studies are necessary in order to explore this alternative path. Originality/value: The sense of calling is known as a relevant organizational construct. Knowing what kinds of leadership promote workers’ sense of calling adds value for the literature and can help managers to learn how to improve their followers’ sense of calling.

While previous studies conducted in sub-Saharan African countries have focused on verifying standards of clinical care and assessing challenges faced by healthcare professionals, the present study fills a gap in the literature in that it explores the factors that may drive the organizational commitment of healthcare professionals in Angola. This study aimed to analyze the relationship between psychological capital and organizational commitment through perceived transformational leadership. Therefore, using the quantitative methodology, a self-report questionnaire was applied to 342 healthcare professionals (174 male, 168 female) from different public and private hospitals located in three large cities in Angola. The results confirmed that psychological capital is positively related to affective commitment and that perceived transformational leadership is a mediating variable of this relationship. Therefore, this study highlights the role of psychological capital and perceived transformational leadership in improving affective commitment in challenging environments.

This study aims to analyze the mediating role of psychological capital (PsyCap) in the relationship between network centrality and internal learning in teams. A questionnaire was administered to 480 undergraduate students to test this relationship. The results confirmed the positive relationship between network centrality and internal learning in teams, and a mediating role of PsyCap in the relationship between student network centrality and internal learning in teams. This study suggests that it is important to promote centrality in advice networks among undergraduate students. In addition, this study might raise awareness among students, teachers, and public policymakers about the need to promote a socially responsible environment in higher education institutions.

Organizational commitment is an indicator of organizational performance, regarding the attainment of competitive advantages. Knowing the factors that promote or inhibit organizational commitment fills a gap in the literature in the area of aversive leadership in Angola and reinforces the role of managers in promoting employees’ organizational commitment. This study aimed to analyze the moderating role of perceived aversive leadership in the relationship between psychological capital and organizational commitment. Although recent studies have indicated the negative effects of aversive leadership on organizational outcomes, the role of perceived aversive leadership on employees’ organizational commitment has not been tested. To this end, we applied a self-report questionnaire from 335 employees from different sectors of activity in Angola to examine this relationship. To analyze the results of the study, we used structural equation modeling. The results showed that the relevance of psychological capital in organizational commitment is highlighted when perceived aversive leadership is low. On the other hand, when perceived aversive leadership is high, employees will exhibit lower levels of organizational commitment. This study may influence the adoption of more sophisticated leadership selection techniques, based on behavioral and situational interviews, to ensure that professionals with aversive behaviors cannot hold positions of responsibility.

RESUMO Pesquisas anteriores sobre a aprendizagem interna concentraram-se em avaliar como as taxas de aprendizagem observadas afetam as interações colaborativas entre os vários atores. Assim, agregamos valor a essa literatura ao analisar a aprendizagem interna em equipes e o papel do capital psicológico nesse processo. Este estudo tem como objetivo analisar o papel mediador da estrutura percebida da equipe na relação entre capital psicológico positivo e aprendizagem interna em equipes. Para tanto, um questionário foi aplicado a 480 estudantes universitários para testar essa relação, utilizando a metodologia de modelagem de equações estruturais. Os resultados confirmaram o papel mediador da estrutura percebida da equipe na relação entre capital psicológico e aprendizagem interna em equipes. Argumentamos que este trabalho reforça o papel do capital psicológico em contextos acadêmicos. Por outro lado, devido às rápidas mudanças verificadas atualmente na sociedade, os estudantes universitários, que são futuros funcionários, precisam desenvolver o capital psicológico, a fim de obter melhores resultados de aprendizagem.