Preprint / Version 1

The Impact of Proactive Behaviour on Performance Prospects

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  • TAIYO MIYASHITA Ritsumeikan University Open Innovation & Collaboration Research Organization/The Japan Research Institute,Limited The Institute for Societal Values in Future Generations

DOI:

https://doi.org/10.51094/jxiv.1352

Keywords:

proactive behaviour, self-efficacy, work engagement, psychological safety

Abstract

This study redefines proactive behaviour in a practical format for Japanese business contexts and examines its determinants and effects on performance prospects. Despite growing interest in human capital management, research on proactive behaviour remains limited in Japan. We redefined proactive behaviour as comprising four dimensions: innovative behaviour, external network exploration, internal network building, and career development behaviour. Using structural equation modelling with data from 20,400 corporate employees, we analyzed relationships between proactive behaviour, its antecedents, and performance prospects at individual and team levels. Results showed that self-efficacy had the strongest influence on individual proactive behaviour (.33***), followed by work environment (.18***), job characteristics (.17***), work engagement (.16***), and supervisor leadership (.13***). Individual proactive behaviour strongly influenced team proactive behaviour (.66***) and individual performance prospects (.49***), while team proactive behaviour influenced team performance prospects (.25***). Further analysis dividing participants into four groups based on proactive behaviour levels revealed that the model functioned effectively regardless of proactivity level, though specific influence patterns differed by group. This study provides important insights for developing targeted interventions to enhance proactive behaviour and performance prospects in Japanese organizations.

Conflicts of Interest Disclosure

The data analyzed in this study are from a survey conducted by The Japan Research Institute, Limited.

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Posted


Submitted: 2025-07-02 03:07:56 UTC

Published: 2025-07-03 10:49:44 UTC
Section
Psychology, Education