Effect Of Learning Goal Orientation Research Articles

체험형 사회적 창업교육 참여자의 사회적 창업의도 예측요인

Social entrepreneurs play a crucial role in addressing entrenching societal problems that are difficult to solve at the individual level. To cultivate future social entrepreneurs, institutions increasingly provide experiential education programs where participants engage directly in social entrepreneurial activities. This study aims to identify psychological factors influencing the development of social entrepreneurial intentions among participants in such programs. Highlighting the challenging nature of a social entrepreneurial career, we propose that participants' learning goal orientation, meaning at work, and bottom-line mentality climate perception shape their intentions to become social entrepreneurs. We collected and analyzed two-wave survey data from 149 university students participating in an intensive experiential social entrepreneurship education program in South Korea. Results indicate that learning goal orientation positively affects meaning at work, which in turn, enhances social entrepreneurial intentions. Furthermore, bottom-line mentality climate perceptions moderate the positive relationship between learning goal orientation and meaning at work, as well as the positive effect of learning goal orientation on social entrepreneurial intentions via meaningful work. This study has several significant implications. First, it proposes and demonstrates that individual participants' learning goal orientation and meaning at work serve as predictors of the development of social entrepreneurial intentions during an experiential entrepreneurial education program. In doing so, it sheds light on the critical role of psychological variables in influencing the outcomes of entrepreneurial education. Second, the study reveals the negative effects of bottom-line mentality climate perception on shaping social entrepreneurial intentions, suggesting the necessity for educational frameworks that incorporate environmental contexts. Finally, this research offers evidence-based insights that educational institutions, policy-makers, and business leaders can utilize in devising strategies and systems to nurture the next generation of social entrepreneurs.

How Do Goal Orientations Affect Organizational Agility? The Mediating Effects of Ambidextrous Operational Capabilities

Organizational agility is critical to the firms’ survival and prospects in today's complex environment. Although the firms’ goal orientations regulate their efforts in response to market changes and influence organizational agility, existing studies remain inconclusive on the effects of goal orientations on organizational agility and leave the underlying mechanisms of such effects unclear. In this article, we draw upon the orientation–action—outcome framework to look inside the black box of how two types of goal orientations (i.e., learning and performance goal orientation) affect organizational agility by examining the mediating effects of ambidextrous operational capabilities. We also investigate the moderating effects of competitive intensity on the mediating effects of ambidextrous operational capabilities. Using archival data and two-wave multirespondent survey data from 387 top managers of 129 firms, the results reveal important findings. First, the total impact of learning goal orientation on organizational agility is insignificant, but that of performance goal orientation is significant. Second, mass customization and innovative ambidexterity significantly mediate the indirect impacts of learning goal orientation and performance goal orientation on organizational agility. Third, competitive intensity does not influence the indirect effects of learning goal orientation, whereas it weakens the indirect effects of performance goal orientation. We also conducted the fsQCA, the results of which reinforced and refined the findings of mediation and moderated-mediation analysis. These results provide new insights into the underlying mechanisms through which goal orientations contribute to agility and the boundary condition of these mechanisms as well as various configurations associated with high/low agility.

The mediation effect of learning goal orientation on the relationship between achievement motivation and self-directed learning readiness- a study among the female management students in Coimbatore

The mediation effect of learning goal orientation on the relationship between achievement motivation and self-directed learning readiness- a study among the female management students in Coimbatore

How does goal orientation affect employees' innovation behavior: Data from China.

The study takes an interaction perspective to examine possible interaction effects of goal orientation, psychological capital, and organizational innovation climate aimed at enhancing employees’ innovation behavior. A total sample of 398 employees were selected in Chinese enterprises. The descriptive statistical analyses, multiple regression, and bootstrap approach are adopted to test the interactive effects after controlling for gender, age, years for work of employees, type of enterprises, and industry. Results indicate that learning goal orientation and proving goal orientation have a positive effect on employees’ innovation behavior through psychological capital. The positive relationship between psychological capital and employees’ innovation behavior is stronger when employees perceive more organizational innovation climate. Additionally, the positive effect of learning goal orientation and proving goal orientation on employees’ innovation behavior is stronger in high organizational innovation climate through high-level psychological capital than in low organizational innovation climate. However, the negative effect of avoiding goal orientation on innovation behavior is not significant. Finally, implications and further research are discussed.

Perfectionism as a Double-Edged Sword: How does Perfectionism Influence Innovation Performance

This paper offers a novel theoretical account of how and when employee perfectionism leads to better innovation performance. Grounded in achievement goal theory, we develop a moderated-mediation model showing: (a) learning goal orientation mediates the different effects of negative and positive perfectionism on innovation performance (how), and (b) failure analysis (as an organizational culture) moderates this mediated effect (when). We examine our model by a survey of 378 core developers from nine high-tech manufacturing companies in China, the results show that: (a) negative perfectionism negatively affect innovation performance while positive perfectionism positively affect innovation performance both via learning goal orientation, and (b) the mediated effects between positive perfectionism and innovation performance is stronger when failure analysis is higher than lower, while makes no difference for negative perfectionism. Our study advances our knowledge of employee perfectionism and innovation performance in three ways. First, it highlights the multidimensional characteristics of perfectionism and its impacts on innovation performance through the mediating effect of learning goal orientation. Second, it emphasizes the importance of learning during the innovation process by introducing learning goal orientation as a mediator. Third, it considers organizational culture as analyzing failure and discusses its impacts on the individual motivational innovation process.

Learning Goal Orientation, Career Self‐Efficacy, and Career Interest: A Moderated Mediation Model

Research suggests that career interest may originate from learning‐related traits. Extending this area, this study examined (a) the effect of learning goal orientation on career interest via career self‐efficacy and (b) the moderating effect of learning goal orientation on the career self‐efficacy–career interest relationship. Using a sample of 178 full‐time employees, this study found that career self‐efficacy mediated the positive learning goal orientation–career interest relationship. Results also showed a stronger relationship between career self‐efficacy and career interest for workers with stronger rather than weaker learning goal orientation. Regarding practical implications, employers may wish to initiate in‐service training to enhance employees’ career interest, and career counselors could set achievable goals to strengthen clients’ interest in their career.

The Effect of Learning Goal Orientation on Academic Satisfaction based on the Perspective of Social Cognitive Theory

Based on the perspective of social cognitive theory, this study conducted a questionnaire survey on academic satisfaction of 302 college students, and investigated the mechanism of learning goal orientation on academic satisfaction by using correlation analysis and regression analysis. It was found that: both learning goal orientation and academic Self-efficacy had a significant positive effect on academic satisfaction; academic Self-efficacy mediated the relationship between learning goal orientation and academic satisfaction; teachers' academic support partially moderated the positive relationship between learning goal orientation and academic satisfaction. The empirical results of this study provide a reference for universities and college students to improve learning goal orientation and academic satisfaction by themselves.

The Effect of Learning-goal Orientation on Innovative behavior: Mediating Effect of Learning Agility

The Effect of Learning-goal Orientation on Innovative behavior: Mediating Effect of Learning Agility

코칭리더십과 행복에 관한 연구: 학습목표지향성과 피드백추구행동의 매개효과를 중심으로

The purpose of this study is to empirically verify the mediating effect of learning goal orientation and feedback seeking behavior in the process of coaching leadership affecting happiness. To this end, we conducted a survey of 331 office workers across the country, secured reliability with SPSS 26.0, conducted a confirmatory factor analysis with AMOS 26.0, and verified the hypothesis using a bootstrap method with SPSS Process Macro 3.5. Research has shown that coaching leadership has a positive effect on learning goal orientation, feedback seeking behavior, and happiness. In particular, it has been shown that the learning goal orientation has a positive effect on the feedback seeking behavior, happiness, and that the feedback seeking behavior has a positive effect on happiness. Furthermore, the learning goal orientation and feedback seeking behavior have been shown to have a mediating effect in the relationship between coaching leadership and happiness. The implications of these findings are summarized as follows: First, learning goal orientation and feedback seeking behavior have been empirically identified as new mediating factors in the relationship between coaching leadership and happiness. Second, it is necessary to introduce systematic coaching and education programs for strengthening learning goal orientation, which has a positive impact on the happiness, and to implement programs to improve feedback seeking behavior.

The Influence of Creative Personality and Goal Orientation on Innovation Performance.

The complexity and challenges of the external environment accelerate the awakening of the new generation of enterprise employees’ self-consciousness. Facing the continuous expansion of the information-based work mode, the traditional management mechanism of enterprises has a more limited impact on employee performance. Based on the goal-oriented theory, developing and excavating the creative personality traits of employees, making full use of goal-oriented behavior to improve their own innovation performance management path, are expected to become a new path to continuously enhance the innovation ability of enterprises. In this study, we take the employees of high-tech enterprises as samples to explore the influence mechanism of creative personality traits, goal orientation and employee innovation performance. The results show that goal orientation significantly moderates the relationship between creative personality traits and innovation performance. The mediating effects of learning goal orientation, performance certification orientation, and performance avoidance orientation are all significant.

Supervisor Knowledge Sharing and Employee Knowledge Sharing: The Moderating Roles of Learning Goal Orientation and Affective Organizational Commitment

Recognizing the importance of knowledge sharing, this study adopted social learning and social exchange perspectives to understand when employees may engage in knowledge sharing. Using data collected from 192 employees in various South Korean organizations, the findings demonstrate that there is a positive relationship between supervisor knowledge sharing and employee knowledge sharing. As employees perceive a high level of supervisor knowledge sharing, they are likely to engage in knowledge sharing based on social learning and social exchange theories. Furthermore, the study explores the moderating effects of learning goal orientation and affective organizational commitment in the relationship between supervisor knowledge sharing and employee knowledge sharing. The result supports the hypothesis that the relationship between supervisor knowledge sharing and employee knowledge sharing is strengthened when there is a high level of affective organizational commitment. Employees who obtain valuable knowledge from their supervisors are likely to engage in knowledge sharing when they are emotionally attached to their organization. However, in contrast to the hypothesis, the positive relationship between supervisor knowledge sharing and employee knowledge sharing was stronger at the lower levels of learning goal orientation (LGO) than at the higher levels of LGO.

Influence of Development and Maintenance HR Practices on Work Engagement through Learning Goal Orientation

The current study aims to examine the influence of bundles of development and maintenance HR practices on employee's behavior of work engagement through learning goal orientation. The sample size of the study was 370. Data were collected from different Pakistan oil refineries through a self-administered questionnaire and were analyzed through covariance-based SEM by using AMOS. Findings of the study confirmed the proposed study associations and revealed that both development and maintenance HR practices are positively and significantly associated with employee's behavior of work engagement and learning goal orientation partially mediates between the association of bundles of HR practices (development and maintenance) and work engagement. The authors contribute to the stream of knowledge by explicating the overall additive impact of segregated bundles of the development and maintenance of HR practices on work engagement through mediating effect of learning goal orientation between HR bundles and work engagement. Present study forwards implications for both theory and practice

Does Practice Enhance Adaptability? The Role of Personality Trait, Supervisor Behavior, and Career Development Training.

Drawing upon career construction theory, we examined the mediating effect of deliberate practice (DP) on career adaptability (CA) and the effects of learning goal orientation (LGO) and supervisor incompetence accusations (SIA) as well as career development training (CDT) on DP. Using data collected from 204 Chinese PhD students in three waves over a period of 2 months, we found that individuals who were inclined to learn new skills and obtain new knowledge were more likely to deliberately practice professional activities in their fields. When a PhD student’s professional competence was questioned by his or her supervisor, the student was more prone to negative emotions and would reduce his or her effort in the development of expertise. CDT – contrary to expectations – negatively predicted DP of professional activities. One possible reason is that the participants in this study have strong autonomy so that those who really struggling are participating in training and seeking help and those who with strong professional abilities are not accessing training programs. Moreover, results showed that DP of professional activities significantly promoted PhD students to adapt to their academic circumstances. Implications for career-related practice within the academic domain are provided.

Reciprocal Effects of Learning Goal Orientation and Self-Determination on the Relationship between Ethical Leadership and Voice Behavior

Reciprocal Effects of Learning Goal Orientation and Self-Determination on the Relationship between Ethical Leadership and Voice Behavior

Peran Job Crafting sebagai Mediasi Learning Goal Orientation dan Work Engagement

This study aims to determine the role of job crafting as a mediation between learning goal orientation towards work engagement. This research is a quantitative study using a questionnaire method. The sample in this study was 51 employees of PT. Boma Bisma Indra (Persero) Surabaya. Data analysis used Structural Equation Model with the help of the SmartPLS 3.0 program. The results in this study indicate: (1) there is a significant positive effect of learning goal orientation on work engagement, with the t-statistics value of 3,432; (2) there is a significant positive effect of learning goal orientation on job crafting, with the t-statistics value of 8,234; (3) there is a significant positive effect of job crafting on work engagement with the t-statistic value of 4,931; (4) job crafting mediates the effect of learning goal orientation on work engagement, with the t-statistics value of 3,987 then the hypothesis was accepted.

Effect of Learning Goal Orientation on Performance: Role of Task Variety as a Moderator

Building on trait activation and attention capacity theories, we hypothesized and tested the moderating effect of task variety on the relationship between learning goal orientation and performance. The results of the analyses using multiple sources of data collected from 155 employees in nine South Korean firms showed that task variety significantly moderated this relationship. Specifically, learning goal orientation had an inverted U-shaped relationship with performance when task variety was high. However, we did not find a significant positive relationship between learning goal orientation and performance when task variety was low. Implications and future directions for this study were discussed.

Impact of Negative Feedback-seeking Behavior on Innovative Behavior: Focusing on the Mediating Effect of Learning Goal Orientation Moderated by Coaching Leadership

Impact of Negative Feedback-seeking Behavior on Innovative Behavior: Focusing on the Mediating Effect of Learning Goal Orientation Moderated by Coaching Leadership

Effect of Learning Goal Orientation on Leadership Development

Effective leadership development has eluded many organizations and academia for a long time. Those who have attempted to improve the practice and study of leadership development focus on the same old elements of leadership development. The traditional elements of leadership development that have been studied and implemented previously include: the content of the leadership development programs, the delivery of leadership development programs, the length of the programs and advocating for leadership development programs that are entrenched in leadership theory. Despite numerous studies and implementation of the studies’ findings on leadership development, there exists widespread dissatisfaction with leadership development outcomes. Some scholars have observed that leader developmental readiness may be the missing ingredient in leadership development. Learning goal orientation is one of the five elements of leader developmental readiness. Therefore, this study examines the effect of learning goal orientation on leadership development. The study reveals that learning goal orientation has a significant effect on leadership development, F(1,286) = 62.346, p < 001. In addition, learning goal orientation accounts for 17.9% of the variation in leadership development. Thus, enhancing participants’ learning goal orientation should be part and parcel of any leadership development program in order to improve the effectiveness of leadership development.

Empowering leadership and meaningful work: the mediating role of learning goal orientation

Drawing on positive psychology and self‐determination theories, this study investigates the direct and indirect effects of empowering leadership on meaningful work of employees, particularly through the mediation of learning goal orientation. Longitudinal survey data of 388 employees in medical institutions were used to test the hypotheses. The results support the direct positive relationship between empowering leadership and meaningful work, but also emphasize the mediating effect of learning goal orientation within this relationship. This study is among the first to examine the effect of mediation by learning goal orientation upon the relationship between empowering leadership and meaningful work.

교육서비스품질이 학습전이에 미치는 영향에 있어 학습목표지향성의 조절효과에 관한 연구 : 조리 관련 직업전문학교 학생들을 중심으로

The aim of this study was to test the effect of education service quality Perceived by vocational training institute students major of culinary on learning transfer, and moderating effect of learning goal orientation in the above causal relationship. The findings of this study are as follows. First, this study conducted a multi-variate regression analysis to examine the effect of education service quality on learning transfer, and found that both of the three sub-variables of education service of lecture program, educational environment and educational service significant and positive (+) effects on learning transfer. Second, as the result of verifying the moderating effect of learning goal orientation in the relationship between education service quality and learning transfer, it was found that learning goal orientation did effect of moderator. The result from the analysis provides practical implications for learning transfer for student.