Motivation in the workplace has been a central topic in regard to both theoretical and or-ganisational issues. The aim of this study was to examine the association between affect regu-lation capabilities levels and different motivational dimensions according to the self-determination theory in military students. Following questionnaires were administered to 198 Italian military finance students (183 male): a sociodemographic questionnaire, the 20-itemToronto Alexithymia Scale (TAS-20), and the Multidimensional Work Motivation Scale (MWMS). Data analysis showed that the high affect regulation capabilities group scored sig-nificantly higher in autonomous motivation compared to the intermediate and low affect capa-bilities groups and significantly lower in external motivation. Meanwhile, the low affect regu-lation capabilities group scored significant higher in amotivation compared to the intermediate and high affect regulation capabilities groups. The results confirmed the association between abilities in emotional regulation and motivational dimension scores. Further studies are needed to confirm these preliminary results, which could orientate the selection and training of future military students.

In this study we investigated whether regulatory emotional self-efficacy beliefs (RESE) indirectly predict turnover intentions (TI) through organizational socialization (OS) and organizational identification (OI). Three waves of data (1-year lag) were collected on a representative sample of 890 military newcomers belonging to two different cohorts. We tested our hypotheses using a multigroup autoregressive cross-lagged panel model (MG-ACLP) and results fully confirmed the posited theoretical model. Regulatory emotional self-efficacy beliefs reduced intentions to quit indirectly, via organizational socialization and identification. The present study contributes to fill several literature gaps by offering a complete picture of the socialization process. Moreover, it offers insights about how to support the military newcomers’ work adjustment and retention by fostering and developing their regulatory emotional self-efficacy beliefs. Limitations as well as directions for future research are discussed.

The purpose of the present paper is to introduce the Military Academic Motivation Scale (MAMS), a short and reliable instrument for assessing the different types of motivation among military cadets. Three representative samples of military cadets completed the MAMS. In Study 1 (N = 452), the hypothesized five-factor structure of the MAMS was empirically tested and supported. In Study 2 (N = 1,372), the factorial invariance across both gender and cohorts of the MAMS was explored and confirmed. Study 3 (N = 520) provided evidence of the external validity of the five MAMS factors with respect to important organizational outcomes (work engagement, organizational commitment, job performance, extra-role behaviors, burnout, and intention to quit). The potential applications of the MAMS were extensively discussed, and recommendations for use in the military academy setting were given.