Abstract

 The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. Specifically, the mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. To gain accurate information, we confirmed the results in a serial order. First, the relationship between calling and continuous learning activity was mediated by learning and performance- approach goal orientation, but not the performance-avoidance goal orientation. Second, perceived learning support moderated the relationships between learning goal orientation and continuous learning activity, and between performance-approach goal orientation and continuous learning activity. Third, perceived learning support moderated the mediating effect of learning and performance-approach goal orientation on the relationship between calling and continuous learning activity. Such results imply that calling can foster continuous learning activity by bringing about motivational influence in terms of learning and performance- approach goal orientation. In addition, our research suggests that the relationship between each goal orientation and continuous learning activity might differ depending on the level of perceived learning support. The significance and limitations of our findings are also discussed.
Highlights
The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context
We have focused on the inner motivational process causing continuous learning behavior, using calling as an independent variable in explaining the process
Findings from the present study provide empirical evidence for the influence of calling on continuous learning activity via goal orientations
Summary
The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. The mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. Perceived learning support moderated the mediating effect of learning and performance-approach goal orientation on the relationship between calling and continuous learning activity Such results imply that calling can foster continuous learning activity by bringing about motivational influence in terms of learning and performanceapproach goal orientation. Considering the research findings that showed the significant influence of the organizational environment on employees’ thoughts and behaviors (Maurer, 2001; Maurer, Weiss, & Barbeite, 2003), we investigated the effect of individuals’ perceived learning support on the motivational mechanism which would lead one’s sense of calling to continuous learning activity
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