Abstract
Within the context of demand-ability fit among newcomers, we developed a dynamic model of demand-ability fit change and tested specific predictions concerning its time-sequential effects based on the self-regulation perspective of person-environment fit. Latent change score analyses based on longitudinal data collected from a sample of 235 university newcomers (i.e., freshmen) in six waves over a period of three months show that feedback seeking affects subsequent changes in task mastery, which, in turn, leads to subsequent positive changes in demand-ability fit perceptions. Learning goal orientation (but not political skill) moderates the dynamic mediated relationship, such that the indirect effect (i.e., the effect of feedback seeking on subsequent changes in demand-ability fit via subsequent changes in task mastery) will be stronger for university newcomers with higher levels of learning goal orientation. The broader theoretical and practical implications of this research are discussed.
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