Drawing on team creativity literature and social comparison theory, we investigate how leader-member exchange differentiation influences team creativity. Using a survey based on 91 R&D teams from Chinese companies, we observe that LMX differentiation is negatively related to team creativity. More importantly, we demonstrate that team behavioral integration mediates the relationship between LMX differentiation and team creativity, and team emotional intelligence moderates the relationship between LMX differentiation and team behavioral integration, such that LMX differentiation has a weaker negative influence on (...) team behavioral integration when TEI is higher. These results provide relevant suggestions for organizational team building, management, and development. (shrink)

Instructional interactions, which includes student–student interaction, student–teacher interaction, and student–content interaction, are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on individuals’ learning outcomes based on the Interactive Equivalence Theory by conducting two empirical studies. In Study 1, we explored the direct relationships between instructional interactions and learning outcomes. A quasi-experimental design was used to manipulate the two groups of subjects, and the results show that not all of (...) the three types of interaction can significantly positively predict learning satisfaction, among which ST cannot significantly predict learning satisfaction. When the total amount of instructional interactions is constant, adjusting the relative level of the three types of instructional interactions can effectively improve the learning outcomes to some extent. We further probed into the mediating effects of task value and self-regulated learning on the relationships between instructional interactions and learning outcomes in Study 2. We conducted an online survey and collected 374 valid data. The results showed that task values mediated the relationship between SS and learning satisfaction. In addition, SC can not only directly affect learning satisfaction, but also affect it through task value and self-regulated learning respectively, or via chain mediations of both task value and self-regulated learning. Our findings enrich the previous instructional interactions research and provide reference for online education curriculum design. (shrink)