Friday, February 7, 2025

Let’s Talk About Trade

 Dr. Robin Dhakal

Trade has been the lifeblood of human civilization for thousands of years. From the barter systems of ancient tribes to the complex global supply chains of today, the exchange of goods and services has shaped economies, cultures, and nations. But what makes trade so powerful? And why has the concept of free trade become a cornerstone of modern economics?

But first, a brief history…

Trade is as old as human society itself. Ancient civilizations like Mesopotamia, Egypt, and the Indus Valley were among the first to engage in organized trade, exchanging goods such as grain, spices, textiles, and precious metals. One of the most famous examples of early global trade is the Silk Road, a sprawling network of routes that connected Asia to Europe from around 130 BCE to the 1450s CE. The Silk Road facilitated the exchange of silk, spices, tea, and other luxury goods, but its impact went far beyond material wealth. It enabled the flow of knowledge, art, and innovation, linking the Roman Empire, China, India, and the Islamic world. For instance, papermaking, gunpowder, and the compass—technologies that originated in China—spread to Europe via these routes, profoundly shaping the course of history. In the Middle Ages, city-states like Venice and Genoa became wealthy through trade, while the Age of Exploration in the 15th and 16th centuries opened up new trade routes between Europe, Asia, and the Americas. The discovery of the Americas, in particular, opened up unprecedented trade opportunities, with goods like sugar, tobacco, and silver flowing into Europe. However, this period also saw the darker side of trade, including the transatlantic slave trade and the exploitation of colonized regions.

Despite the growth of trade, it was often constrained by mercantilist policies, which dominated economic thought from the 16th to the 18th centuries. Mercantilism viewed trade as a zero-sum game, where nations sought to accumulate wealth by maximizing exports and minimizing imports, often through tariffs and trade restrictions. This approach prioritized national power over mutual benefit, setting the stage for the economic theories that would later challenge it.

In comes Adam Smith

The modern concept of free trade began to take shape in the 18th century, thanks to the groundbreaking work of Scottish economist Adam Smith. In his landmark book The Wealth of Nations (1776), Smith challenged the prevailing economic doctrine of mercantilism, which viewed trade as a competition where one nation’s gain was another’s loss. Instead, Smith introduced the idea of absolute advantage, arguing that trade could be a win-win situation for all nations involved.

Smith’s key insight was simple yet revolutionary: countries should focus on producing goods they can make more efficiently—that is, at a lower cost or with fewer resources—than other countries, and then trade for the rest. This specialization, he argued, would lead to greater productivity, lower costs, and increased wealth for everyone. To understand why this was such a radical idea at the time, imagine two countries: England and France. Suppose England is really good at producing wool—it can make a lot of wool quickly and cheaply—while France is really good at producing wine. Under mercantilism, both countries might try to produce both wool and wine on their own, even if they’re not very good at one of them. This would be inefficient and costly.

Smith’s idea of absolute advantage flipped this logic on its head. He said, “Why should England waste resources trying to produce wine when it’s so much better at making wool? And why should France struggle to produce wool when it excels at making wine?” Instead, Smith proposed that England should focus on producing wool and France should focus on producing wine. Then, they could trade with each other. England would get all the wine it needed from France, and France would get all the wool it needed from England. Both countries would end up with more of both goods at a lower cost than if they tried to produce everything themselves.

Smith’s theory laid the foundation for the modern understanding of free trade, showing that open markets and specialization could drive economic growth and improve living standards. It was a radical departure from the zero-sum thinking of mercantilism and set the stage for the global trade systems we have today.

David Ricardo- the true champion of free trade

While Adam Smith’s theory of absolute advantage was groundbreaking, it was David Ricardo who took the concept of trade to a whole new level with his idea of comparative advantage. In his 1817 work On the Principles of Political Economy and Taxation, Ricardo showed that even if one country is more efficient at producing all goods, trade can still benefit both countries—as long as they specialize in producing the goods where they have the relative efficiency advantage. This idea was so powerful that it became the cornerstone of modern trade theory.

To understand why comparative advantage is such a game-changer, let’s revisit our example of England and Portugal. Suppose Portugal is better than England at producing both wine and cloth. Under Adam Smith’s absolute advantage theory, it might seem like Portugal has no reason to trade with England because it can produce everything more efficiently. But Ricardo saw something deeper: even if Portugal is better at both, it’s still better for Portugal to focus on the good where its advantage is greatest and let England handle the other.

Here’s how it works: Imagine Portugal can produce 10 bottles of wine or 5 yards of cloth in the same amount of time, while England can produce only 2 bottles of wine or 4 yards of cloth. Portugal is clearly better at both, but its advantage in wine production is much greater than in cloth. Ricardo argued that Portugal should focus on making wine, where its efficiency is highest, and England should focus on making cloth, where its inefficiency is least. By specializing and trading, both countries end up with more wine and cloth than if they tried to produce everything on their own.

Why is this so revolutionary? Because it shows that trade isn’t just about being the best—it’s about making the most of what you have. Even if one country is worse at producing everything, it can still benefit from trade by focusing on what it’s least bad at. This means trade isn’t just for the most efficient economies; it’s for everyone. It’s a win-win situation, where both sides gain by doing what they’re relatively better at.

Ricardo’s concept of comparative advantage is why trade agreements exist today. It proves that trade isn’t a zero-sum game where one side wins and the other loses. Instead, it’s a way for countries to work together, leveraging their unique strengths to create more wealth for everyone. This idea is so powerful that economists still call it “the most beautiful idea in economics.” It’s not just a theory—it’s the reason why free trade has lifted millions out of poverty and transformed the global economy.

Success stories

One of the most compelling examples of free trade’s benefits is the post-World War II economic boom. In 1947, 23 nations signed the General Agreement on Tariffs and Trade (GATT), which laid the foundation for modern free trade by reducing tariffs and trade barriers. Over the next few decades, GATT’s successor, the World Trade Organization (WTO), continued to push for freer markets, contributing to an unprecedented rise in global trade. Between 1950 and 2022, world trade expanded 32-fold, significantly outpacing global GDP growth. This trade expansion lifted millions out of poverty, particularly in developing nations like China, India, and Vietnam.

The North American Free Trade Agreement (NAFTA), implemented in 1994 and renegotiated in 2018 as the United States- Mexico- Canada Agreement (USMCA) is a prime example of free trade’s success. Before NAFTA, trade between the U.S., Canada, and Mexico was hindered by tariffs and trade restrictions. By eliminating these barriers, NAFTA helped increase trilateral trade from $290 billion in 1993 to over $1.2 trillion by 2016. The agreement also created millions of jobs: for example, U.S. exports to Mexico supported nearly 1.2 million American jobs by 2015. Additionally, consumers in all three countries benefited from lower prices on goods like automobiles and agricultural products due to increased efficiency and competition. 

Similarly, the European Union’s single market, which allows free movement of goods, services, capital, and labor among its 27 member states, has been a resounding success. Since its full implementation in 1993, intra-EU trade has nearly tripled, and the region has become the world's second-largest economy. The single market has increased EU GDP by an estimated 9%, benefiting businesses and consumers alike. For instance, German car manufacturers like Volkswagen and French agricultural producers have been able to expand their reach without trade barriers, resulting in more jobs and economic growth.

Beyond these large-scale agreements, individual nations have also reaped the rewards of free trade. China’s accession to the WTO in 2001 marked a turning point in global trade dynamics. By reducing tariffs and opening its markets, China experienced explosive economic growth, with exports rising from $266 billion in 2001 to $2.5 trillion in 2018. This transformation lifted over 800 million people out of poverty and turned China into the world’s manufacturing powerhouse. Similarly, Vietnam’s embrace of free trade, through agreements like the Trans-Pacific Partnership (TPP), helped it become one of the fastest-growing economies in the world, with exports surging from $14 billion in 2000 to over $330 billion in 2022.

Free trade has also significantly benefited consumers by reducing costs and improving access to essential goods. For example, tariffs on electronics and textiles have been lowered globally, allowing smartphones, computers, and clothing to become more affordable. The rise of global supply chains, enabled by free trade agreements, has driven down the cost of manufacturing, making products like iPhones and laptops accessible to billions.

While free trade has its critics, the overwhelming evidence shows that it has been a key driver of global economic growth, job creation, and poverty reduction over the past century. By enabling specialization, fostering competition, and expanding markets, free trade has not only improved national economies but also enhanced the quality of life for millions worldwide.

Tariffs!

Despite the benefits of free trade, tariffs—taxes on imported goods—have been used throughout history. Governments often impose tariffs to protect domestic industries from foreign competition, generate revenue, or address trade imbalances. However, tariffs come with significant downsides.

The U.S. Smoot-Hawley Tariff Act of 1930 is one of the most infamous examples of protectionism. Aiming to shield American farmers during the Great Depression, it raised tariffs on thousands of imported goods. Instead of reviving the economy, it provoked retaliatory tariffs from other countries, causing a collapse in international trade and deepening the global economic downturn.

In more recent history, the U.S.-China trade war (2018-2020) saw both countries imposing tariffs on hundreds of billions of dollars worth of goods. The U.S. sought to reduce its trade deficit and counter China’s trade practices by imposing tariffs on Chinese goods, leading China to respond with its own tariffs. While intended to protect domestic industries, these measures led to higher costs for businesses and consumers, disrupted global supply chains, and slowed economic growth. In 2019 alone, estimates suggested that the trade war cost the U.S. economy around $316 billion and slowed global GDP growth by 0.8%.

Similarly, Brexit led to the reintroduction of trade barriers between the UK and the European Union. The UK’s departure from the EU single market resulted in new tariffs and customs checks, which disrupted trade flows and increased costs for businesses. Studies indicate that Brexit-related trade frictions have reduced UK exports to the EU by approximately 15% since 2020.

While tariffs can offer short-term protection for certain industries, history shows that their long-term consequences—higher consumer prices, trade retaliation, and economic slowdowns—often outweigh their benefits. Thus, many economists argue that freer trade, with carefully negotiated agreements, remains the best path for sustained global prosperity.

 Why do economists say tariffs are bad?

Tariffs distort market dynamics by artificially raising the cost of imported goods, leading to inefficiencies and reduced consumer choice. When a government imposes tariffs, it forces consumers to pay more for goods that would otherwise be cheaper, essentially acting as a hidden tax. For example, if the U.S. imposes tariffs on imported washing machines, the cost of these appliances rises, making it more expensive for families to replace old or broken ones. This not only reduces the purchasing power of consumers but also disproportionately hurts lower-income households, who spend a higher percentage of their income on everyday goods. In addition, businesses facing higher costs for raw materials and goods pass these costs on to consumers. For example, US-imposed tariffs on Chinese imports between 2018 and 2019 resulted in an average cost increase of $1,300 per U.S. household, according to the Peterson Institute for International Economics. This inflationary effect ripples through the economy, making everything from groceries to cars more expensive. Unlike targeted subsidies or investments in innovation, tariffs act as a blunt instrument that raises costs without addressing underlying economic inefficiencies.

Tariffs also invite retaliation, sparking trade wars that harm all parties involved. When one country imposes tariffs, affected trading partners often respond with their own tariffs, escalating costs across multiple industries. A clear example of this was the U.S.-China trade war, where tariffs imposed on Chinese goods led to increased prices on products like electronics, clothing, and furniture. In response, China retaliated with tariffs on U.S. agricultural exports, severely impacting American farmers who relied on global markets.

Moreover, tariffs often protect inefficient domestic industries at the expense of more competitive sectors, stifling innovation and long-term growth. A striking example is the U.S. steel tariffs imposed in 2002, which temporarily helped domestic steel producers but severely harmed industries that rely on steel, such as automotive and construction companies. As steel prices surged, car manufacturers and construction firms faced higher production costs, leading to job losses in those sectors. Estimates suggest that while the tariffs saved approximately 3,500 steel industry jobs, they resulted in the loss of nearly 200,000 jobs in steel-consuming industries due to increased costs.

Free trade has been a driving force behind global prosperity, enabling nations to specialize, innovate, and grow. While tariffs have their place in history, they often do more harm than good in the long run. As the world becomes increasingly interconnected, the case for free trade remains stronger than ever. By embracing open markets and cooperation, nations can continue to reap the benefits of trade, creating a more prosperous and interconnected world.

Dr. Robin Dhakal is an Assistant Professor in the Forbes School of Business and Technology. He earned an M.A. and a Ph.D. in Economics from the University of South Florida and a B.A. in Business/Economics and Mathematics/Computer Science from Warren Wilson College. His academic research focuses on development economics and political economy. He has been teaching Economics in colleges and universities for the past ten years. You can reach him at robin.dhakal@uagc.edu

References:

Britannica. (n.d.). Smoot-Hawley Tariff Act. In Encyclopedia Britannica. Retrieved from https://www.britannica.com/topic/Smoot-Hawley-Tariff-Act

Bureau of Economic Analysis. (2019). U.S. trade in goods and services by selected countries and areas. U.S. Department of Commerce. https://www.bea.gov/data/intl-trade-investment/international-trade-goods-and-services

Bureau of Labor Statistics. (2019). The effects of tariff rates on the U.S. economy: What the Producer Price Index tells us. Beyond the Numbers: Prices and Spending, 8(1). https://www.bls.gov/opub/btn/volume-9/the-effects-of-tarifff-rates-on-the-u-s-economy-what-the-producer-price-index-tells-us.htm

Fajgelbaum, P., & Khandelwal, A. (2021). The economic impacts of the US-China trade war. National Bureau of Economic Research. Retrieved from https://www.nber.org/system/files/working_papers/w29315/w29315.pdf

Francois, J., & Baughman, L. M. (2003). The unintended consequences of U.S. steel import tariffs: A quantification of the impact during 2002. Trade Partnership Worldwide, LLC. Prepared for the CITAC Foundation.

Johns, B., Brenton, P., Piermartini, R., Sadni Jallab, M., & Teh, R. (2018). Trade and poverty reduction: New evidence of impacts in developing countries (English). World Bank Group. http://documents.worldbank.org/curated/en/968461544478747599/Trade-and-Poverty-Reduction-New-Evidence-of-Impacts-in-Developing-Countries

Krugman, P., Obstfeld, M., & Melitz, M. J. (2018). International economics: Theory and policy (11th ed.). Pearson.

Peterson Institute for International Economics. (2019). US-China trade war tariffs: An up-to-date chart. Retrieved from https://www.piie.com/research/piie-charts/2019/us-china-trade-war-tariffs-date-chart

Tax Foundation. (2021). Section 232 tariffs on steel and aluminum. Retrieved from https://taxfoundation.org/research/all/federal/section-232-tariffs-steel-aluminum/

Tax Foundation. (2025). Trump tariffs: Tracking the economic impact of the Trump trade war. Retrieved from https://taxfoundation.org/research/all/federal/trump-tariffs-trade-war/

U.S. Census Bureau. (2017). Trade in goods with Mexico. Retrieved from https://www.census.gov/foreign-trade/balance/c2010.html

VoxEU. (2020). The 'bystander effect' of the US-China trade war. Centre for Economic Policy Research. Retrieved from https://cepr.org/voxeu/columns/bystander-effect-us-china-trade-war

World Trade Organization. (2019). Global trade report: Trends and statistics. Retrieved from https://www.wto-ilibrary.org/content/books/9789287047755/read

World Trade Organization. (2020). An economic analysis of the US-China trade conflict (WTO Working Paper No. 2020/04). World Trade Organization. https://doi.org/10.30875/5b611474-en

Wednesday, October 16, 2024

2023-2024 UFP Roundtable Session 2

Welcome to our second virtual gathering, where we highlight impactful initiatives from the University Fellows Program (UFP). In this series, primary investigators present concise updates (10-15 minutes each) on their projects, sharing key findings and insights. Each session includes time for Q&A and discussion, offering an in-depth look at the progress and outcomes of these innovative initiatives.

Featured Initiatives:

  • Teresa Handy: Each One, Reach One
  • Julie Adkins: The Writing Toolkit Supporting Academic Writing of Graduate Students
  • Teresa Handy: GEN 101 OER Project

Tuesday, October 15, 2024

2023-2024 UFP Roundtable Session 5

We will hear from three impactful initiatives in our fifth and final virtual gathering. Christy McMahon will present "You've Got Mail! Messages and Live Connections Enriched with Encouragement, Empowerment, and Humor – The Missing Link to Student Retention and Success?" Jessi Upshaw will discuss "The Impact of Narrative-Based Professional Development on Student Success and the Development of a Culture of Care" as part of her ED Talk: Ideas Worth Exploring. Lastly, Stephanie Stubbs will present "Joining the Journey: Supporting Doctoral Student Persistence and Degree Completion Through Purposeful, Motivational Interventions." Each primary investigator will offer a 10-15 minute presentation summarizing their progress, challenges encountered, and critical breakthroughs in their project.

Friday, October 4, 2024

2023-2024 UFP Roundtable Session 4

 2023-2024 UFP Roundtable Session 4

In our fourth virtual gathering, we highlight the work of primary investigators and co-collaborators in the University Fellows Program. In this session, you'll hear a brief yet informative update from Karen Ivy, whose project, "Decoding Artificial Intelligence for Building Self-Efficacy and Leadership Self-Efficacy: Learning from Experts, Examples, and Experience," explores the role of adapting AI in developing critical leadership skills. Discover key insights, findings, and the potential impact of this innovative project.

2023-2024 UFP Roundtable Session 3

In our third virtual gathering, we bring updates from three impactful initiatives to enhance student success and retention. Holly Lopez presents the second phase of her ECE Retention Project, while Newton Miller shares findings from two of his research projects: "Do Affinity Groups Impact Retention Rates of Men of Color?" and "Leveraging the 'Eight to be Great' to Teach Student-Sustained Academic Achievement." Each Primary investigator provides a 10-15 minute overview of their progress, followed by a discussion of the challenges and breakthroughs of their work.

Friday, August 16, 2024

Reflections on Increasing Student Retention by Demonstrating Care in the Online Classroom

Bill Davis, Program Chair, Department of Organizational Studies, UAGC

Sarah Korpi, Diversity, Equity, and Inclusion Director, University of Wisconsin 

It is the end of the academic year. A time of celebration for graduates and a time of reflection for university employees. In the moments that follow the somewhat chaotic conclusion to courses  and a commencement for new graduates, we take time to pause and think about how our instruction in the past course went. As we celebrate the successes of the past year and our most recent graduates, let us also take the time to consider some of the deltas – the moments when we noticed that something wasn’t going as well as we had hoped or planned. These deltas can provide helpful insight into how we can adjust our courses or our approach for the next cohort of learners as we engage in the important work of iterative and ongoing improvement.

 

Professor Bill Davis
In our Spring 2023 Chronicle article, “Increasing Student Retention by Demonstrating Care in the Online Classroom,” we shared that there is a myriad of reasons students may disengage from the online class. These reasons are often deeply personal and individual. It would be impossible for us as instructors to anticipate and mitigate these reasons during the design of a course. However, you CAN positively impact student retention in your classroom, and you can do so by utilizing skills you have been building your entire life: caring for others and taking an interest in the lives of those around you. This increases perceptions of awareness, importance, and dependence.   

 

Also in our 2023 article, we discussed the mattering theory and how impactful feeling noticed by, important to, and cared for by others could be (Rosenberg, 1985; Rosenberg & McCullough, 1981). In the classroom, we explained, when we increase student perceptions of awareness, importance, and dependence, we will likely form the types of connections with learners that result in them reaching out to us when things get difficult. We recommended several strategies for increasing student perceptions of awareness (greeting learners as they enter, publishing general weekly updates, emailing learners to encourage them to share something about their week with the class); importance (asking students how they are doing, requesting that students share a challenge and a success in a message board, thanking students for their contributions); and dependence (telling students we are looking forward to seeing them at the next live learning session or seeing their next discussion post, emailing to tell students that they were missed when they are absent, calling out how we as instructors benefit from our students insights).

Professor Sarah Korpi

An additional strategy that we have been working on this year is building high levels of psychological safety in the classroom. Psychological safety is an individual's perception of the workplace or other environment as safe for taking interpersonal risks, such as speaking up, expressing ideas, or asking questions without fear of negative consequences to self-image, status, or career (Kahn, 1990). The concept of psychological safety came out of the organizational science field more than a half-century ago (Schein & Bennis, 1965) and has flourished more recently as a topic of study in organizations. Scholars have identified organizational benefits such as increased performance (Baer & Frese, 2003; Schaubroeck et al., 2011) and engagement (Rich et al., 2010; Christian et al., 2011). Since classrooms are groups of people working toward a common goal and understanding (meeting the learning outcomes) under the direction of a leader (the instructor), it follows that the benefits of increased psychological safety in organizations and workplaces can also extend to our classrooms. Below, we outline some of the ways that we enhanced student retention and fostered a caring environment in our classrooms this past academic year.

In our roles at each of our institutions (Bill as faculty and Program Chair at UAGC and Sarah as Director of DEI and Learning Engineering at University of Wisconsin), we encouraged associate faculty members and instructional staff to adopt practices that increase student perceptions of mattering and classroom psychological safety. These practices are in line with UAGC Culture of Care pillars.

Practice #1: Our goal is to facilitate meaningful connections with the content, ensuring that knowledge transfer occurs. To achieve this, we incorporate learning tools, strategically using videos in discussion forums and utilizing interactive storyboards on websites to enhance knowledge transfer. When faced with challenging situations, we embrace the role of leader coaches, proactively reaching out to students, providing mentoring, and offering coaching support. By leading with empathy and acting with compassion, we have observed better responses from students and increased their active participation. Additionally, by understanding students' experiences, goals, and learning styles, we have established stronger connections.

The results from implementing this practice are as follows:

Result [1]: We have observed increased student engagement and positive feedback about the various learning tools place in the course (videos, infographics, storyboards). Students have commented content is relative and helps students bridge the gap between theory and practice.

Result [2]: Taking initiative to reach out to students and inviting them to zoom meetings, or reaching out via email or phone has results in positive interactions and dialogue with students. Students are open and express their appreciation for our outreach and it builds their confidence.

Result [3]: When students struggle and we observe opportunities for increase outreach students have expressed their appreciation to us and meaningful outcomes have occurred. More discussion forum participation and students have expressed their appreciation to us. It has led to increase mentoring and coaching and student success.  

Result [4]: By reading the students responses in the post your introduction forum and other forums, we understand their journey and goals. As outcomes, we have been able to build further rapport and trust and understand each individual student’s needs and learning styles more closely and students tell us they appreciate our interest, and this makes them more comfortable and increases their self-efficacy.

 

Practice 2: Data analysis also plays a crucial role in our ongoing efforts to enhance student success throughout the course. We constantly leverage data, dashboards, and look for areas to improve the student experience. For example, looking at student postings, time in course, and dashboard and signalz data we can understand student performance and the influence and impact within course in regard to learning.  

The results from implementing this practice are as follows:

Result [1]: Reviewing each student’s weekly posts and providing substantive feedback has allowed us to be proactive and respond in real time. Students have shared that they appreciate our feedback, and they are open to more feedback from us and our suggestions that further learning. 

Result [2]: Dashboard are helpful and noticing voids in dashboards have helped us focus in on where there are opportunities to coach or offer suggestions for improvement. Students have expressed how they appreciate our support, encouragement, and communications. This has led to more engagement in the course.

Result [3]: By reviewing the times spent in the course we have been able to reach out and connect with students who may need to dedicate more time to the weekly tasks and provide suggestions for improvement. This opened dialogue with students about time management and incorporated the student’s advisor if they needed additional resources. 

Practice #3: The benefit of increased perceptions of psychological safety in the classroom is an increased willingness to make mistakes and take risks. Of course, we know as educators that making mistakes is a necessary part of learning. Taking risks might look like students reaching out for help or guidance.

The results from implementing this practice are as follows:

Result [1]: By being positive, modeling consistency and engaging students in the forums, through Siganlz, email, of phone calls, we are showing we care and want them to have the best learning experience possible. We have seen students exude more confidence and express their appreciation to us for providing an effective learning environment, which has led to an increased initiative in the course and improved their self-efficacy.

Result [2]: Many students will reach out and request one-on-one meetings with us. Some have returned and asked for career advice or rec letters. It all positive when we lead by example. 

Result [3]: We have seen improved grade point averages and student motivation in the course.

Result [4]: Increased participation with their peers in the course. Students learning from each other.

By consistently demonstrating that we are committed educators who genuinely care about their growth, we establish a foundation of trust and support, this increases student’s feelings of psychological safety in our courses. Overall, we are proud of the progress we have made in implementing the strategies outlined in this article. By consistently applying these principles and actively engaging with our students, we are creating an environment that fosters their success and well-being. We look forward to hearing your thoughts on these efforts and any additional strategies you may have implemented. Together, we can continue to make a positive impact on student retention and success. 

 

References 

 

Baer, M., & Frese, M. (2003). Innovation is not enough: Climates for initiative and psychological safety, process innovations, and firm performance. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 24(1), 45-68.

 

Cha, M. (2016). The mediation effect of mattering and self-esteem in the relationship between socially prescribed perfectionism and depression: Based on the social disconnection model. Personality and Individual Differences, 88, 148–159. 

 

Christian, M. S., Garza, A. S., & Slaughter, J. E. (2011). Work engagement: A quantitative review and test of its relations with task and contextual performance. Personnel Psychology, 64(1), 89-136.

 

Eliot, T. S. (1934). After strange Gods: A primer of modern heresy. London: Faber and Faber Limited. 

 

Frazier, M. L., Fainshmidt, S., Klinger, R. L., Pezeshkan, A., & Vracheva, V. (2017). Psychological safety: A meta‐analytic review and extension. Personnel Psychology, 70(1), 113-165.

 

James, W. (1890). The principles of psychology. New York: Henry Holt and Company. 

Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724.

Korpi, S., & Davis, B. (2023). Increasing student retention by demonstrating care in the online classroom. The UAGC Chronicle, Spring, 28-31.

 

Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand Reinhold. 

 

Rich, B. L., Lepine, J. A., & Crawford, E. R. (2010). Job engagement: Antecedents and effects on job performance. Academy of Management Journal, 53(3), 617-635.

 

Rosenberg, M. (1985). Self-concept and psychological well-being in adolescence. In R. L. Leahy (Ed.), The development of self (pp. 205–246). Toronto: Academic Press. 

 

Rosenberg, M., & McCullough, B. (1981). Mattering: Inferred significance and mental health among adolescents. Research in Community and Mental Health, 2, 163–182. 

 

Schaubroeck, J., Lam, S. S., & Peng, A. C. (2011). Cognition-based and affect-based trust as mediators of leader behavior influences on team performance. Journal of Applied Psychology, 96(4), 863.

 

Schein, E., & Bennis, W. G. (1965). Personal and organizational change through group methods: The laboratory approach. New York: John Wiley and Sons.

 

Strayhorn, T.L. (2018). College students' sense of belonging: A key to educational success for all students (2nd ed.). Routledge. https://doi.org/10.4324/9781315297293