Association of self-leadership and epidemic risk perception on quality of life in post-pandemic mainland of China: a cross-sectional study.

Background: Self-leadership has proven to adjust individual psychological states and promote active behaviors to mitigate stress perception and negative lifestyle. This study aims to investigate the relationship between self-leadership, epidemic risk perception, and quality of life among the general public in post-pandemic mainland of China. Methods: Two online self-reported questionnaire surveys were carried out with 3,098 and 469 people in the Chinese mainland in February 2021 and December 2022, respectively. The univariate analysis, structural equation modeling, and fuzzy-set qualitative comparative analysis were used to analyze the data which was collected by Revised Self-Leadership Questionnaire, Perceived Risk of COVID-19 Pandemic Scale and World Health Organization Quality of Life Brief Scale. Results: The Self-leadership was directly, moderately, and positively correlated with quality of life (Standardized path coefficients: 0.383 and 0.491, respectively; p < 0.05), and epidemic risk perception was negatively correlated with quality of life (Standardized path: 0.068 and 0.120, respectively; p < 0.05). The structural equation model for self-leadership, epidemic risk perception, and quality of life had a good fit (CFI = 0.957, 0.939 > 0.9; RSMEA = 0.058, 0.064 < 0.08, respectively) and was consistent across genders, educational levels, and types of occupations (Delata-CFI < 0.01). The core condition for achieving a high quality of life lies in maintaining a low level of self-punishment and a high level of self-cueing or a high level of self-punishment and a low level of self-cueing. Conclusion: In the post-epidemic era, the public can adjust their attitude toward stress by enhancing their self-leadership skills. Among various self-leadership skills, self-punishment or self-cueing may have the most significant impact on the quality of life.

Effects of Self-Leadership on Nursing Professionalism among Nursing Students: The Mediating Effects of Positive Psychological Capital and Consciousness of Calling.

To provide high-quality nursing care, nursing education requires the basic quality of self-leadership from professional nurses so that they can make self-directed and responsible judgments and decisions. Therefore, this study aimed to investigate relationships among self-leadership, positive psychological capital, consciousness of calling, and nursing professionalism in nursing students. A cross-sectional online survey of 202 students from two universities in South Korea was conducted between August and September 2022, using a convenience sampling method. A structured questionnaire was used to collect data. Data were analyzed using descriptive statistics, Pearson's correlation coefficient analysis, and bootstrapping using Hayes' PROCESS macro for mediation. A significant positive correlation was found between self-leadership, positive psychological capital, consciousness of calling, and nursing professionalism. Positive psychological capital and consciousness of calling showed an indirect mediating effect on the relationship between self-leadership and nursing professionalism. To improve nursing professionalism, programs should be developed to educate nursing students, strengthen their self-leadership skills, and increase the influence of positive psychological capital and consciousness of calling for nursing. This will ultimately contribute to improving the quality of patient care by fostering competent nursing experts.

Exploring the relationship between super-leadership, self-leadership, and exercise commitment in university Taekwondo teams.

Introduction: Promoting super-leadership is crucial for the sustainable growth of college sport teams, especially as teams are experiencing a noticeable shift towards a more horizontal dynamic, where athletes themselves are emerging as leaders. However, there is a lack of research on the effectiveness of super-leadership and its possible outcomes in the context of collegiate Taekwondo teams. Methods: This study aims to investigate the impact of super-leadership on athletes' self-leadership and exercise commitment and examine the mediating role of self-leadership in this relationship among collegiate Taekwondo athletes in South Korea. A total of 147 survey data were analyzed by structural equation modeling. Results: The findings revealed that super-leadership was found to have a positive impact on both athletes' self-leadership (ß = 0.71, p < 0.001) and exercise commitment (ß = 0.30, p < 0.05). Additionally, the study reveals athletes' self-leadership significantly impacts exercise commitment (ß = 0.34, p < 0.05). Our findings also demonstrate that self-leadership was identified as a partial mediator in the relationship between super-leadership and exercise commitment (∆χ2 = 4.46, p > 0.05). Discussion: Theoretical and practical implications were discussed based on the current study's findings.

Relationship between work-related psychosocial factors and self-leadership in advanced nurse practitioners: A cross-sectional study.

AIM: The aim of this study was to investigate the relationship between advanced nurse practitioners' self-leadership and commitment to the workplace, work engagement and influence at work. BACKGROUND: The concept of self-leadership is particularly suited to ANPs, who are required to take responsibility for their work roles. An optimum balance between the ANPs' psychosocial work environment and self-leadership may positively impact work ability in this group and can be compromised by interactions between and among these variables. DESIGN: A cross-sectional correlational study was conducted from July 2020 to August 2020 on 153 ANPs across a national health service. METHODS: The survey was distributed to respondents online. The revised self-leadership questionnaire was used to measure self-leadership, and three scales from the Copenhagen Psychosocial Questionnaire were used to measure commitment to the workplace, work engagement and influence at work. Multiple linear regression was used to examine the association between self-leadership and the psychosocial variables. RESULTS: ANPs with high levels of self-leadership reported high levels of work engagement and commitment to the workplace. No relationship was found between self-leadership and influence at work. CONCLUSION: Improving self-leadership among ANPs by involving them in strategic leadership activities at an organizational level could be an effective strategy for optimizing the role and facilitating ANPs to contribute at an organizational level beyond the clinical interface. However, organizational support is required to ensure that ANPs practise to the full potential of their training and capability. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution. IMPACT: This study provided new evidence of a relationship between ANPs' self-leadership and psychosocial factors. This study found that ANPs with high levels of self-leadership reported high levels of work engagement and commitment to the workplace. Policymakers and organizational leaders can optimize the ANP role and facilitate ANPs to contribute strategically to improve care systems. This study identifies a relationship between ANPs' self-leadership and specific psychosocial variables.

Associations between self-leadership and self-reported execution of infection prevention and control among physicians and nurses.

BACKGROUND: There is poor self-reported (SR) execution of infection prevention and control (IPC) among physicians and nurses. Self-leadership is considered an important factor to enhance IPC SR-execution. This study aims to explore the associations between self-leadership and IPC SR-execution among physicians and nurses. METHODS: A cross-sectional study of 26,252 physicians and nurses was conducted in all secondary and tertiary hospitals in Hubei province, China. A questionnaire was designed to measure physicians' and nurses' self-leadership, which includes positive traits and negative traits, and IPC SR-execution, which includes motivation, process, and outcome. RESULTS: Positive traits and negative traits of self-leadership had significant positive associations with SR-execution motivation (ß = .582, P < .001) (ß = .026, P < .001), SR-execution process (ß = .642, P < .001) (ß = .017, P < .001), and SR-execution outcome (ß = .675, P < .001) (ß = .013, P < .001). CONCLUSIONS: This study recommends that health care institutions should focus on cultivating positive traits of self-leadership among physicians and nurses. Although negative traits of self-leadership can also promote IPC SR-execution, the association is limited and may lead to risks.

An autonomy-supportive climate for facilitation of self-leadership in health sciences educators.

Background: The authors have observed that studies on autonomy-supportive climates in academic settings mostly focus on educator-facilitated supportive environments that motivate students towards improved performance. Yet, little is known about how academic institutions teaching nursing can facilitate autonomy-supportive climates that enhance health sciences educators' self-leadership practices. Aim: This article discusses 'autonomy-supportive climate', a factor that emerged as a self-leadership practice construct, and how it can be promoted in academic institutions to facilitate self-leadership practices in health sciences educators. Setting: The study was conducted in purposively selected academic institutions (N = 15) located in two provinces in South Africa. Methods: Quantitative methods were employed to describe the factor 'autonomy-supportive climate', which yielded as a self-leadership practice construct, from a broader mixed methods project that sought to formulate guidelines that could promote health sciences educators' self-leadership. The data were analysed using exploratory factor analysis. Results: The construct 'autonomy-supportive climate' is one of the five constructs in the Self-leadership Practices Subscale that was found to be meaningful and valid, with its Cronbach alpha coefficient of 0.82 being the highest in the subscale. The perceptions of participants were that an autonomy-supportive climate promotes the facilitation of the educators' self-leadership in a nursing education setting. Conclusion: An academic institution could play a significant role in enabling self-leadership in educators, which would in turn improve their teaching performance. Contribution: This study describes autonomy-supportive climate as a facilitator of self-leadership in health sciences educators. The study's recommendations could assist institutions in facilitating a climate that strengthens educators' self-leadership.

Towards Decolonizing the Self: Nurse Educators' Engagement in Personal Mastery.

Background: Nursing education in South Africa is undergoing reforms to respond to changes brought about by a new higher education qualifications framework. These reforms are happening in an era when leaders, educators, and students in higher education institutions are engaged in dialogs about decolonizing institutions, curricula, and pedagogy. Of the numerous calls for this decolonization, few have given attention to decolonizing the self. Confronting coloniality in educational institutions may elicit resistance to change and feelings of discomfort, anxiety, and fear. Engagement in personal mastery practices could be useful for nurse educators engaged in efforts to confront and deal with their own discourses that may embody and promote coloniality. Aim: This article explores how nurse educators can utilize personal mastery in dealing with their own perceived coloniality, focusing on taking ownership of self-leadership during a reflection on one's own behavior as a nurse educator. Methods: Drawn from the findings of a mixed-methods study, the integrated data prompted three themes addressing self-leadership: Taking ownership, motivational factors, and facilitating self-leadership in nurse educators. Conclusion: Engagement in personal mastery could assist nurse educators in bringing about decoloniality in nursing education institutions. Implications for Practice: Institutions should provide nurse educators with environments that support continuous professional development.

Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions.

Background: Self-directed learning ability is a core competence that enables students to enhance their academic achievement, clinical competence, and professional growth in nursing education. Super-leadership-as a strategy to develop the learning process-promotes students' self-leadership, which, in turn, enhances perceived self-efficacy perception and ultimately facilitates self-directed learning ability. Few studies have rigorously determined the influences of super-leadership, self-leadership, and academic self-efficacy perceptions on self-directed learning ability in online nursing education during the COVID-19 pandemic. Objectives: To determine the mediating effects of self-leadership and self-efficacy perceptions in the relationship between perceived super-leadership and self-directed learning ability. Design: This study was conducted using a quantitative mediation analysis design. Participants: One hundred and fifty nursing students were conveniently recruited from two nursing colleges offering the same four-year nursing degree program. Methods: Participants completed a super-leadership scale, a self-leadership scale, an academic self-efficacy scale, and a self-directed learning ability inventory. Data were analyzed with Pearson's correlations, regression analysis, Sobel's test, and Hayes's Process Macro using the bootstrap method. Results: Self-directed learning ability was correlated with perceived super-leadership (r = .47, p < .001), self-leadership (r = 0.69, p < .001), and academic self-efficacy (r = 0.29, p < .001). Super-leadership influenced self-leadership (ß = 0.42, p < .001), academic self-efficacy (ß = 0.22, p = .002), and self-directed learning ability (ß = 0.36, p < .001). Self-leadership and academic self-efficacy mediated the relationship between super-leadership and self-directed learning ability (ß = .42, p < .001; ß = 0.35, p < .001) (z = 1.936, p = .026 by Sobel test). Conclusion: Learning strategies to enhance self-directed learning ability are required for successful super-leadership to boost self-leadership and academic self-efficacy perceptions among nursing students in the online, asynchronous COVID-19 educational environment. Therefore, this study's empirical evidence on integrating super-leadership with self-leadership and academic self-efficacy has practical and future research implications in terms of attaining core academic goals for nursing students.

A longitudinal approach to disentangle how conscientiousness creates happy people: The mediating role of self-leadership and the moderating role of perceived leadership effectiveness.

This study relied on the conservation of resources model to explore the interaction between individual differences (conscientiousness and behavior-focused self-leadership) and contextual factors (perceived leadership effectiveness) to predict well-being. Using results from a three-wave longitudinal study of working adults (N = 107*3 = 321, mean age = 46.05 years, 54% male), we examined: (1) the indirect effect of conscientiousness on well-being via behavior-focused self-leadership; and (2) the moderating role of perceived leadership effectiveness on the indirect effect. The multilevel results showed that conscientiousness influenced well-being through behavior-focused self-leadership over time. The results also showed that the indirect effect was moderated by perceived leadership effectiveness, in such a way that it became stronger when individuals had leaders perceived as less effective (versus more effective). Thus, behavior-focused self-leadership seems to be a process through which conscientiousness influences well-being; when conscientiousness was lower there was an increase behavior-focused self-leadership when the leader was perceived as effective; this contextual need decreased as conscientiousness increased. That is, it seems that when there is something external regulating the individual, s/he feels less need to self-regulate. The results highlight the role of personal (conscientiousness), cognitive (behavior-focused self-leadership) and contextual resources (perceived leadership effectiveness) for well-being.

The relationship between nursing students' readiness and attitudes for E-learning: The mediating role of self leadership: An online survey (comparative study).

BACKGROUND: To meet the learning demands of new generation students, higher education institutions should apply relevant breakthroughs in science, technology, and education to update their educational policies or teaching techniques. Aim To investigate the relationship between nursing students' readiness and attitudes toward e-learning, as well as the role of self­leadership in mediating this relationship. METHODS: This is a descriptive comparative research. A total of 410 students consented to participate after being recruited from two nursing colleges at Alexandria and Damanhur Universities in Egypt and completing self-administered, online surveys. RESULTS: The majority of the participants (83.3 % and 76.9 %, respectively) were female from Alexandria and Damanhur University, and their mean self­leadership scores were 3.89.49 at Alexandria and 3.65.40 at Damanhur University. According to the SEM, self­leadership accounted for 74 % of the variance in students' attitudes and 87 % of the variance in students' readiness for e-learning. CONCLUSION: Self­leadership is an important predictor of students' attitudes and readiness for e-learning. The study's implications: Self­leadership allows students to accept responsibility for themselves, and the idea that one can be accountable for guiding oneself through life is thrilling, especially in today's environment.

Strategies for the Facilitation of Self-Leadership Among Ward Nurses in a Nurse-Led Critical Care Outreach Service.

Introduction: Nurses are responsible for monitoring and providing nursing care to patients. The early detection of a patient who is starting to deteriorate - and the activation of critical care outreach services (CCOS) - can improve patient outcomes. However, the literature indicates that CCOS are underutilised. Self-leadership is a process whereby persons influence their own behaviour. Objective: The purpose of this study was to develop strategies for the facilitation of self-leadership in ward nurses that will enable them to act proactively and promptly in utilising CCOS at a private hospital group in South Africa. Methods: A sequential exploratory mixed-method research approach was followed to develop strategies for the facilitation of self-leadership in nurses that will enable them to utilise CCOS proactively when a patient starts to deteriorate. An adapted version of Neck and Milliman's self-leadership strategic framework was used as the methodological steps of the study. Results: The quantitative analysis extracted eight factors, which were used as the departure point to develop strategies for the facilitation of self-leadership among nurses in a CCOS. Five strategies were developed that related to self-motivation, role models, patient outcome, assistance and guidance from CCOS, and the power of self-confirmation; these strategies aligned with the themes and categories extracted from the qualitative data analysis. Conclusion: There is a need for self-leadership among nurses in a CCOS.

How self-leadership promotes job crafting: Based on the perspective of self-determination theory.

According to self-determination theory, the present study develops a moderated mediation model to investigate how and when self-leadership promotes employees' job crafting, emphasizing the mediating effect of autonomous motivation and the moderating effect of leader empowering behavior. We analyze and test the hypotheses based on 269 valid three-wave data from employees. The findings show that self-leadership has a significantly positive impact on job crafting, and a positive indirect effect on job crafting via autonomous motivation. Furthermore, leader empowering behavior not only enhances the positive impact of self-leadership on autonomous motivation, but also positively moderates the mediating effect of autonomous motivation in the relationship between self-leadership and job crafting. Practically, our study provides insights into how to promote job crafting. We also propose limitations and directions for future research.

How self leadership enhances normative commitment and work performance by engaging people at work?

Leadership and its connection with social sustainability are frequently prescribed for effective management. Integrating self-leadership among the employees is an emerging area to focus on empowering an organization. The principal objective of this study was to empirically investigate the impact of self-leadership on normative commitment and work performance through the mediating role of work engagement. This phenomenon of self-leadership was explained by using the theoretical lens of the social cognitive theory and intrinsic motivation theory. Data was collected from 318 employees who worked in the telecom sector in Pakistan and analyzed using Structural Equation Modeling (SEM) AMOS. The findings revealed that in the presence of self-leadership, employee's work engagement, commitment to the organization, and overall work performance elevated significantly. Furthermore, the results also illustrated the occurrence of two significant mediating paths. First, the mediating role of work engagement in the relationship between self-leadership and normative commitment, and second, the mediation of work engagement in the relationship between self-leadership and work performance. The findings of the study significantly contribute practically, and theoretically to the existing literature.

Nurse educators' experiences regarding management practices at a nursing education institution.

Background: Currently nursing education is undergoing major transformation that pose considerable challenges with which nursing education institution (NEI) management must deal. Yet nurse educators displayed behaviour that reflected distrust, loss of respect and loyalty and a paucity of admiration towards NEI management. Aim: The article aimed at exploring the lived experiences of nurse educators regarding the management practices at a NEI. Setting: The setting was a public NEI in Gauteng, South Africa that had 11 departments and offered both undergraduate and post-basic studies. Methods: A qualitative, exploratory, descriptive, contextual and phenomenology study was conducted with a purposive sample of 20 qualified nurse educators who were fully employed, taught at the current NEI and were willing to participate. Data were collected from June 2015 to July 2016 through face-to-face, semi-structured individual interviews and analysed using Tesch's protocol. Ethical principles were observed and trustworthiness ensured. Results: The themes that emerged were management's dominant use of one leadership style with inconsistent treatment; lack of stimulation to aspire to higher academic levels; and lack of support with minimal resources. Conclusion: Nurse educators experienced ineffective management practices and this ineffectiveness had negative impact for nurse educators in coping with major transformational changes brought by the dynamic nursing education environment. Contribution: The recommendations made might assist NEI managers to improve their management practices, therefore assist nurse educators cope with transformation. The findings added to the body of existing knowledge on effective management of NEIs by aiming to achieve institutional and individual goals within a transformative environment.

The Mediating Effect of Empathy between Mindfulness and Self-Leadership in Female University Students: A Cross-Sectional Study.

(1) Background: Acknowledging scant research on integrating mindfulness, empathy, and self-leadership among female university students, this study aimed to investigate the relationships among these three variables, as well as the mediating effect of empathy. (2) Methods: A cross-sectional design was employed with 127 female sophomores in a mindfulness-based liberal arts class at K Women's University in South Korea. Participants completed a self-reported questionnaire measuring levels of mindfulness, empathy, and self-leadership. Data were analyzed with descriptive statistics and correlations between the variables using the SPSS 28 program. The Jamovi 2.2.5 program was used to analyze the mediating effect of empathy. (3) Results: The levels of mindfulness, empathy, and self-leadership were higher than in previous studies. Mindfulness was positively related to empathy (r = 0.407, p < 0.001) and self-leadership (r = 0.635, p < 0.001); empathy was also positively associated with self-leadership (r = 0.635, p < 0.001). Furthermore, empathy mediated the relationship between mindfulness and self-leadership (ß = 0.187, p < 0.001). (4) Conclusions: The findings indicate that mindfulness is helpful in improving university students' self-leadership by reinforcing their empathy, and that an integrated training program of mindfulness and empathy could produce positive effects on promoting self-leadership. The findings can be utilized as a basis for developing programs to improve mindfulness and empathy, eventually improving students' self-leadership.

The relationship between pre-service kindergarten teachers' professional identification and career adaptability: A chain mediation model.

Background: The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China at present. For pre-service kindergarten teachers, it is very significant to improve their career adaptability and enter professional positions smoothly. Numerous studies have found the effect of professional identification on the career adaptability of pre-service kindergarten teachers, but few studies have explored the potential influencing mechanisms among variables. On the basis of previous studies, this study explores the chain mediating effect of teacher efficacy and self-leadership on the relationship between professional identification and career adaptability of pre-service kindergarten teachers. Methods: Three hundred eighty-eight participants were recruited from two schools in Zhejiang Province. After screening, 377 questionnaires for pre-service kindergarten teachers were used for data analysis. The questionnaire included self-reported demographic information, professional identification, teacher efficacy, self-leadership, and career adaptability. We collected information on variables by using PISNS, TSE, RSLQ, and CFI, and analyzed the data using SPSS. Results: (1) Professional identification and career adaptability have a significant positive correlation. (2) The influence of occupational identification on the career adaptability of pre-service kindergarten teachers was carried out in three different ways: professional identification → teacher efficacy → career adaptability, professional identification → self-leadership → career adaptability, and professional identification → teacher efficacy → self-leadership → career adaptability. Conclusion: Teacher efficacy and self-leadership may mediate the relationship between professional identification and career adaptability of pre-service kindergarten teachers. This study highlighted the complexity of the link between preschool teachers' professional identification and career adaptability. The paper also discussed the limitations and implications of this study.

How daily positive affect increases students' mental health, in mandatory quarantine, through daily engagement: the moderating role of self-leadership.

The COVID-19 crisis has had significant impacts on mental health. Students are dealing with an uncertain context, not only due to COVID-19 but also because most of them have never been involved with the challenges of online school. The COVID-19 situation presents daily challenges that require students to respond adaptively. However, little is known about how students handle their daily emotions, in such challenging settings. Drawing on the broaden-and-built theory, we developed a multilevel model arguing that daily-positive affect would enhance daily engagement, and this would be positively related to students' end-of-the-day mental health. We also predict that the mediating path would be stronger for students with higher levels of self-leadership. To achieve the goals, we conducted a 5-day diary study (n = 64∗5 = 320). Results from multilevel modeling showed that positive emotions trigger academic engagement which, in turn, increases mental health, both at the within and between-person level. Results also demonstrated that self-leadership strengthened the positive mediating path, for students with higher levels of self-leadership. Positive affect appears to be a significant predictor of mental health in higher education settings. Moreover, developing self-leadership is an added value, that may be conceived as a personal resource, and may protect students from the uncertainty triggered by the COVID-19 crisis.

Captain or deckhand? The impact of self-leadership on employees' work role performance under remote work.

Relying on self-determination theory, this study investigates the mediating role of psychological empowerment in the relationship between self-leadership and work role performance (task proficiency, task adaptivity, and task proactivity) in remote work settings. It also explores whether and how supervisor close monitoring moderates the indirect impact of self-leadership on work role performance. Hypotheses were tested using a two-study design including white-collar employees from a broad range of jobs and companies (Study 1) and employee-supervisor dyads working in small and medium-sized firms (Study 2) in Turkey. In Study 1, results showed that self-leadership had a positive indirect effect on employees' work role performance through psychological empowerment. In Study 2, the cross-lagged two-wave design provided support for this indirect effect while demonstrating partial support for the moderating role of supervisor close monitoring. The current study contributes to research on self-leadership and work role performance by providing a detailed understanding of the motivational process through which self-leadership leads to increased work role performance. It also offers practical insights for enhancing self-leaders' work role performance, particularly within the remote work context.

Self-Leadership and Innovative Behavior: Mediation of Informal Learning and Moderation of Social Capital.

As the business environment is rapidly changing, interest in the innovation of organizational members is accelerating. Therefore, this study investigated how individual-level resources, particularly self-leadership, affect workers' innovative behavior. Many studies have emphasized that employee initiative can lead to job performance at the individual level and organizational performance improvement. Self-leadership is a spontaneous and an active behavior, or mindset, defined as the ability to lead an individual in challenging situations characterized by learned behaviors that can be augmented by training. It is of interest to many researchers and practitioners. Further, we tested the mediation of informal learning, another individual-level resource, in this relationship and the moderation of social capital, a social resource, in the mediation. We analyzed the responses of 551 employees of South Korean companies using Model 6 and 14 of PROCESS Macro. The results revealed that self-leadership positively influenced workers' innovative behavior, and informal learning mediated this relationship. We also confirmed that social capital strengthened the positive mediating effect of informal learning. This study empirically verifies the role of self-leadership, informal learning, and social capital as the determinants of innovative behavior and expands the discussion on leadership by highlighting the significance of self-leadership as opposed to traditional leadership approaches.

Managing in the new normal: Positive management practices elicit higher goal attainment, goal commitment, and perceived task efficacy than traditional management practices in remote work settings. An experimental study.

The COVID-19 global pandemic will likely change how organizations conduct business. For example, a white paper from McKinsey claims that flexible and remote work arrangements (e.g., "working-from-home") will become increasingly frequent in the "new normal" that will follow the COVID-19 pandemic. Our work is motivated by the premise that in a post-pandemic workplace, traditional management practices like unilaterally assigning goals and displaying contingent rewarding behaviors will likely be replaced by positive management practices. In this context, positive management practices include allowing employees to self-set their goals and displaying authentic leadership behaviors while managing them. However, whether these positive management practices are more efficient in sustaining performance is unknown. Our study benchmarked positive management practices against traditional management practices in a remote work environment, using three individual performance metrics: goal attainment, goal commitment, and perceived task efficacy. In a panel laboratory experiment consisting of a baseline measurement and two work sessions, we randomly assigned participants to an authentic vs. transactional leadership condition (amateur actor recording) and one of three possible goal-setting types (assigned, self-set, "do-your-best"). Our results show that participants in the authentic leadership × self-set goals condition outperformed all other experimental conditions. Further, a post hoc analysis revealed a serial mediation effect of (a) goal attainment and (b) goal commitment at time 1 on perceived task efficacy reports at time 2.