We investigate the different mechanisms concerning how employees’ perceptions of external and internal corporate social responsibility (CSR) serve to influence employees’ work engagement. By combining social exchange theory and social identity theory, we implement and examine an integrated moderated mediation framework in which employees’ value orientations (e.g., collectivism or individualism) impact the mediating mechanism between their perceived external and internal CSR, organizational pride and perceived organizational support (POS), and work engagement. This work fills a research gap to examine the indirect relationship between employees’ perceptions of external and internal CSR and work engagement. Using two periods of survey data from 250 working employees in China, we find that employees’ perceptions of external CSR positively influence work engagement via organizational pride. The value of collectivism strengthens the direct effect of employees’ perceptions of external CSR on work engagement, and the indirect effect of employees’ perceptions of external CSR on work engagement via organizational pride. Moreover, employees’ perceptions of internal CSR positively influence work engagement via POS. The value of individualism strengthens the direct effect of employees’ perceptions of internal CSR on work engagement, and the indirect effect of employees’ perceptions of internal CSR on work engagement via POS. The results contribute to both theory and practice.

Aurora Battery is a corresponding test of successful intelligence. This study aims to examine the factorial structure of the Chinese version of Aurora Battery and to investigate its internal consistency and validity, as well as to discover the developmental features of Chinese students. A total number of 2007 students were recruited from 13 schools across eastern, central, and western China, ranging from 4th to 8th grade (mean age = 12.29 years) and among them, 43.9% are girls. Confirmatory factor analysis (CFA) was used to examine the factorial structure. Among the tested models, a second-order factor model, in which the three ability factors serve as indicators of a general factor, provided an acceptable model fit to the data. Moreover, measurement invariance across gender and grades were supported, which suggests the mean scores of analytical, creative, and practical abilities are comparable in this research. The criterion-related validity analysis suggests that the battery and its three subscales have good criterion validity. The scale reliability analysis shows that the Cronbach’s alpha and the McDonald’s omega value of the whole test were .84 and .87, respectively, indicating the scale’s internal reliability is good. For ability differences among grades, students’ analytical and practical abilities increase across all grades, while creativity presents an upward trend from grade 4 to 6, followed by a downward trend from grade 6 to 7, and an increase from grade 7 to 8. Female students outperform male students on both analytical and creative ability, while with no obvious difference on practical abilities.

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