Bridge employment is a labour force participation pattern increasingly observed in older workers. The present study applied the theory of planned behaviour and the principle of compatibility to predict two types of bridge employment decisions: career-based bridge employment and organization-based bridge employment. The study did this by examining the joint effect of work-related commitment variables and retirees' economic stress. Lagged data were collected from 164 Chinese retirees. Results of logistic regression analysis showed that career commitment and organizational commitment (i.e., affective and continuance commitment to the organization) had positive main effects in predicting career-based and organization-based bridge employment decisions respectively, supporting the principle of compatibility. In addition, these predictive effects were moderated by economic stress as a contextual constraint. The findings are discussed in terms of theoretical and practical implications for the bridge employment decision-making literature.

This study examines whether students perceive three different types of fit in an academic environment (i.e., interest–major [I–M] fit, demands–abilities [D–A] fit, and needs–supplies [N–S] fit) and whether these factors predict important academic and well-being criteria using a Chinese student sample. Results from confirmatory factor analyses support the assumption that students differentiate among the three fit perceptions. Incremental validity analysis and relative importance analysis reveal that the three types of fit each have a unique relationship with situational outcomes. Specifically, I–M fit predicts greater proportions of variance in major change intention; D–A fit predicts greater proportions of variance in academic performance; and N–S fit predicts greater proportions of variance in well-being (e.g., academic satisfaction and depression). Practical and theoretical implications of these results are discussed.

The sense-making theory of creativity is extended by identifying failure feedback as a process that shapes creative interpretations and actions. We also consider the moderating effect of goal orientation on the relationship between failure feedback and individual creativity, according to the sense-making theory. A 2-waves survey data from 345 R&D employees and their supervisors in five Chinese high-tech companies indicated: (a) supervisors’ failure feedback positively correlates with incremental and radical creative performance, (b) learning goal orientation strengthens the relationship between failure feedback and creativity, and (c) avoidance goal orientation attenuates the relationship between failure feedback and creativity. The findings suggest that goal orientations play roles in optimizing failure feedback effects on creativity outcomes.