Learning Goal Orientation Research Articles

온라인 학습의 내재적 특성과 학습만족도 간에 목표지향성 및 문화지향성의 매개효과에 관한 연구

The educational situation in Korea inevitably raises problems with evaluativeism, excessive competition, mental stress, and antisocial behaviors such as bullying and suicide. Therefore, among the various positive effects of online learning, in paiticular, the relationship with creativity development, which is being mainly discussed in the global era, will be investigated. The purpose of this study is to empirically test whether cultural orientations (interdependent selfindependent self) and goal orientations (learning goal·pe1f01mance goal) mediates relationships between characteristics of online learning (intrinsic·extrinsic) and learning satisfaction. After collecting survey data from one hundred seventeen Korean college students, having online-learning experiences, regressional analyses and mediational analyses have been employed to analyse the hypothesized relationships. The followings have been found: first, there were significantly positive relationships between intrinsic characteristics of online learning and cultural and goal orientations. Second, a significantly positive relationship between intrinsic characteristics of online learning and learning satisfaction has been found. Third, cultural and goal orientations were found to be positively related to one's learning satisfaction. Last, it has been detected that cultural and goal orientations mediate the relationship between characteristics of online learning (intrinsic·extrinsic) and learning satisfaction. Its implications in Korean culturε and educational context havε been suggested. The results of this study suggest that the intrinsic characteristics of online learning can increase learning satisfaction, but it is more effective for learners who havε a desire for creative thinking.

How workplace bullying affects knowledge hiding? The roles of psychological contract breach and learning goal orientation

Purpose Workplace bullying is a serious problem among nurses, which results in negative workplace behavior. Therefore, this study aims to understand how workplace bullying affects employees’ knowledge hiding behavior. Specifically, this study explored psychological contract breach as an underlying mechanism between workplace bullying and knowledge hiding; and learning goal orientation as a boundary condition between psychological contract breach and knowledge hiding. Design/methodology/approach The study collected data from 343 nurses working in the health-care sector of Pakistan on convenience basis using a questionnaire-based survey between December 2021 to March 2022. The data were analyzed through structural equation modeling. Findings The results revealed the adverse effect of workplace bullying on knowledge hiding behaviors among nurses, and psychological contract breach was noted to mediate this association. Further, learning goal orientation was noted to buffer the relationship between psychological contract breach and knowledge hiding. Research limitations/implications The cross-section design may restrict causality; however, the findings suggest health-care administration take appropriate measures to reduce the adverse effects of workplace bullying. In addition, the administration is suggested to implement training programs to make nurses capable of dealing with workplace stressors (bullying and psychological contract breach). Originality/value This research provides a novel perspective to consider psychological contract breach as a mechanism between workplace bullying and knowledge hiding in the health-care sector from the conservation of resources perspective. It further explored learning goal orientation as a buffer to mitigate the effect of psychological contract breach on knowledge hiding.

Examining The Role of Core Self Evaluation and Learning Goal Orientation in Determining Individual Ambidexterity

Examining The Role of Core Self Evaluation and Learning Goal Orientation in Determining Individual Ambidexterity

Innovative thinking skills and creative thinking dispositions in learning environments: Antecedents and consequences

The purpose of this study is to investigate the antecedents and consequences of creative and innovative thinking in educational environments. The research group of this study consists of 110 students continuing undergraduate education in Turkey. The data were collected using a personal information form and three scales. As a result of this study, extrinsic motivation is a direct antecedent variable for creative thinking dispositions and innovative thinking skills, learning and performance-approach goal orientation is an indirect antecedent variable. Innovation search and inquisitive and opportunity-oriented dimensions are determinants of engagement. Supporting creative thinking dispositions, and innovative thinking skills does not affect academic achievement. Examining the variables associated with creative and innovative thinking will shed light on learning processes from many aspects such as creativity, innovation, commitment, performance, product development, achievement, and motivation.

Airline Cabin Crew Members’ Ambidexterity as the Sustainable Attitude for Prosocial Passenger Service

The current study aims to explore the intrinsic and extrinsic motivators for cabin crew members’ ambidexterity and to investigate the influence of ambidexterity on prosocial service behavior. The authors employed PLS-SEM to examine the model, using 428 valid samples from cabin crew members, their pursers, and managers working for airlines in South Korea. The study found that challenge, empowerment, and learning goal orientation, among the four dimensions of the intrinsic motivators, have positive and significant influences on cabin crew members’ ambidexterity. The findings also demonstrate that only service climate, among the three extrinsic motivators studied, is associated with ambidexterity. Moreover, the findings reveal a strong relationship between cabin crew members’ ambidexterity and prosocial service behaviors. Based on the findings, the authors addressed theoretical and practical implications related to sustainability literature and the industry.

The effect of changes in negative feedback on task performance: the role of goal orientation and feedback utility

PurposeDrawing upon the feedback intervention theory, this study aims to focus on the concept of negative feedback change (increase or decrease) to analyze the dynamics of performance feedback and its relationships with goal orientation, feedback utility and task performance.Design/methodology/approachThe authors conducted a two-wave survey by tracking 195 employees and their supervisors from two representative semiconductor-related equipment companies in China for one month.FindingsResults showed that learning goal orientation positively moderates, and performance-approach goal orientation negatively moderates the indirect relationship between negative feedback change and employees’ task performance through employees’ perceptions of feedback utility.Originality/valueThis study provides new directions for performance feedback research by treating negative feedback from a dynamic perspective and addressing the mediating and moderating mechanisms. Furthermore, the findings also remind managers to not only consider feedback actions at a single moment but also manage it as a series of actions in the ongoing stream of time.

Anticipating the antecedents of feedback-seeking behavior in digital environments: a socio-technical system perspective

PurposeFeedback-seeking behavior is an important way for individuals to actively seek information feedback to achieve individuals' goals. In the environment driven by contactless digital technologies, the way of individual feedback-seeking behavior through monitoring indirectly becomes obvious, especially for people who complete the work online in digital collaboration. However, previous empirical research on feedback-seeking behavior mainly focused on direct inquiry. The purpose of this paper is to verify the impact of individual learning goal orientation and the digital feedback environment on individuals' feedback-seeking behaviors through inquiry and monitoring approaches. And the moderating effect of time pressure on these relationships was also investigated.Design/methodology/approachBased on socio-technical system theory, this study proposes a model to describe the formation of the two approaches of feedback-seeking behaviors (inquiry and monitoring). The hypotheses were examined with the structural equation model method and data were collected from 152 graduate students who completed online surveys.FindingsThe results show that both the digital feedback environment and learning goal orientation can promote individual inquiry and monitoring approaches of feedback-seeking. Furthermore, time pressure moderates the relationship between the digital feedback environment and feedback monitoring negatively.Originality/valueThis study establishes an antecedent model that influences the choice of feedback-seeking approaches in digital environments from the perspective of a socio-technical system. The empirical results supplement the explanation of the influence of both technical and social factors on individual feedback-seeking behavior in digital environments.

Just Enough Information? The Contingent Curvilinear Effect of Information Volume on Decision Performance in IS-Enabled Teams

Information, which is the critical resource provided by information systems (IS), is available in increasing volumes due to rapid technological progress. This causes a tension between the cognitive limitations of individuals and their access to large volumes of information. This tension is important not only for individuals but also for teams, which are increasingly making important organizational decisions. Recognizing this tension, this paper investigates the relationship between information volume and decision performance in IS-enabled teams. We use information processing and schema theories to develop a contextualized theoretical model, wherein information volume has a curvilinear (inverted U-shaped) effect on decision performance, and this effect is moderated by three context-relevant attributes of the team members: computer self-efficacy, computer anxiety, and learning goal orientation. We conducted two complementary studies, with similar experimental contexts and procedures but different types of participants and different tasks. In these studies, 236 individuals in 118 dyads (Study 1) and 200 individuals in 60 small teams (Study 2) made decisions over time using an enterprise resource planning system for a competitive virtual firm in a business simulation. We used objective data on system use and decision outcomes, along with survey data, to test the theoretical model. The two complementary studies find consistent results supporting the curvilinear relationship between information volume and decision performance and find that this relationship is flattened by high computer self-efficacy. Study 1 also supports the hypothesized steepening effects of high computer anxiety and learning goal orientation on the curvilinear relationship. Study 2 does not support these effects of computer anxiety and learning goal orientation but highlights some boundary conditions for them. Together, the studies provide insights into how information volume affects decision performance in IS-enabled teams, and how context-relevant team member attributes moderate this relationship and themselves affect decision performance.

The Influence of Technostress, Learning Goal Orientation, and Perceived Team Learning Climate on Intra-Team Knowledge Sharing and Innovative Practices Among ICT-Enabled Team Members.

In ICT-enabled teams, innovation involves intensive adoption of ICTs and knowledge sharing among all members rather than a few experts. However, ICTs bring not only efficiency but also technostress, which hinders knowledge sharing and innovative practices among team members. To investigate this paradox, we drew on the job demand-control (JDC) model derived from the control theory of occupational stress to construct a theoretical framework regarding the collective influence of technostress, learning goal orientation, perceived team learning climate, and intra-team knowledge sharing on the innovative practices of ICT-enabled team members. Our multiple regression analyses of 481 ICT consultants' responses show that intra-team knowledge sharing positively influenced innovative practices; perceived team learning climate positively moderated this relationship. Further, technostress negatively influenced intra-team knowledge sharing; learning goal orientation positively influenced intra-team knowledge sharing, although the relationship demonstrated an inverted U-shape. Finally, learning goal orientation negatively moderated the relationship between technostress and intra-team knowledge sharing. Our results shed light on the paradox regarding ICT adoption, with theoretical implications for employee-driven innovation, team learning climate, intra-team knowledge sharing, learning goal orientation, and managerial practices about the design and adoption of ICT-enabled jobs.

잠재전이분석과 랜덤 포레스트를 활용한 전환기 청소년의 자기결정성 동기 발달 유형과 영향 요인 탐색

The purpose of this study is to examine the changes in the self-determination motivation profile of elementary-middle school transition period and middle-high school transition period, and to identify the variables that influenced the positive transition. To this end, in this study, latent transition analysis and random forest analysis were performed on a total of 6,045 students using data from 「Korean Education Longitudinal Study 2013」. The main research results are as follows. First, the selfdetermination motivation profile showed somewhat different aspects according to the transition period. That is, 4 and 5 profiles, respectively, appeared in the elementarymiddle school transition period, and 4 profiles of the same shape appeared in the middle-high transition period. Second, the variables that affect the transition of the self-determination profile to a positive direction in academics also differed according to the transition period. In the transition period between elementary and middle school, behavioral control strategies and relationships with teachers had a major impact, while in the transition period between middle and high school, teacher characteristics and learning goal orientation had a major impact. This study looked at how the students

Supervisors' achievement goal orientations and employees' mindfulness: Direct relationships and down‐stream behavioral consequences

AbstractThis study (among 256 employees and 97 immediate supervisors) examines whether supervisors' learning goal orientation and performance goal orientation are related to employees' mindfulness and whether, in turn, mindfulness is related to employees' creativity and organisational citizenship behavior (OCB). Whereas learning goals focus on non‐judgmental learning from mistakes, performance goals emphasise impressing others and obtaining positive evaluations. Accordingly, reasoning from the perspective of socio‐cognitive theory, we proposed and found that supervisors' learning goal orientation positively relates to employee mindfulness whereas supervisors' performance goal orientation negatively relates to employee mindfulness. Given the broad cognitive and social attentional focus entailed in mindfulness, we further proposed and found that mindfulness is positively related to employees' creativity and OCB and that mindfulness mediates the relations between supervisors' goal orientations and these performance outcomes. We discuss the implications of our findings in light of (a) understanding and managing organisational factors that relate to mindfulness and (b) the implications of achievement goal orientations in leadership processes.

Knowledge sharing through empowering leadership: the roles of psychological empowerment and learning goal orientation

PurposeKnowledge sharing has become necessary for organizations as it is a source of competitive advantage. Therefore, this study aims to investigate how empowering leadership through psychological empowerment encourages employees’ knowledge-sharing (KS) behavior. This study further explores the moderating role of learning goal orientation (LGO) between psychological empowerment and KS behavior.Design/methodology/approachThis study collected data from 423 employees working in manufacturing and service organizations in two waves on convenience basis to tackle common method variance. The data were analyzed through structural equation modeling.FindingsThe results revealed that empowering leadership helps employees modify their KS behavior both directly and indirectly in the presence of psychological empowerment. Moreover, individuals high in LGO are more likely to involve in KS behavior when psychologically empowered.Research limitations/implicationsThis study used a cross-sectional design and suggests management focus on their working environment to enhance knowledge sharing among employees, which is possible through empowering leaders. The study further suggests management not ignore individual attributes during recruitment.Originality/valueDrawing upon job characteristics model and social exchange theory, this study explores the mediating role of psychological empowerment between empowering leadership and KS behavior and the moderating role of LGO on the association between psychological empowerment and KS behavior.

Determinants of Knowledge Sharing: The Roles of Learning Organization Culture, Empowering Leadership, and Learning Goal Orientation

This study examined how knowledge sharing attitudes (KSAs) and knowledge sharing intentions (KSIs) are affected by perceived learning organization culture (LOC), empowering leadership (EL), and learning goal orientation (LGO). From the data collected, we discovered that KSA was a significant partial mediator between KSI and LGO. Furthermore, LOC and EL had moderating roles on the LGO and KSA relationship. Such moderation effects were insignificant for KSI, however. This study incorporated the knowledge sharing research fields of motivation research, leadership, and organizational culture. We comment that this study was centered on relatively highly educated management consultants, as human resource management and information management practitioners can support employees and their managers to enhance organizational knowledge sharing by offering relevant practices and services.

P Pengaruh Shared Leadership Terhadap Job Crafting Melalui Learning Goal Orientation dan Knowledge Sharing Pada Karyawan RSI Jemursari Surabaya

This study aims to identify and explain the effect of shared leadership on Job crafting through Learning goal orientation and Knowledge sharing for employees of RSI Jemursari Surabaya. This research is a quantitative study using statistical analysis of Partial Least Square (PLS) with the help of SmartPLS 3.0 software. This study used 99 samples with purposive sampling technique. The results of this study explain that Shared leadership has a significant effect on Job crafting. Shared leadership has an influence on Learning goal orientation. Shared leadership has an influence on Knowledge sharing. Learning goal orientation has a significant influence on Job crafting. Knowledge sharing has an effect on Job crafting. Learning goal orientation has a significant influence on Knowledge sharing. The role of the mediator of Learning goal orientation and Knowledge sharing has a significant effect between Shared leadership and Job crafting.

Ambidexterity and absorptive capacity in boundary-spanning managers: role of paradox mindset and learning goal orientation

PurposeBoundary-spanning managers need to recognize, learn and implement external knowledge while balancing the conflicts emerging from new and existing knowledge. The authors' study explores how a paradox mindset (PM) and a learning focus [learning goal orientation (LGO)] promote two managerial capabilities: absorptive capacity (ACAP) and ambidexterity. The authors' study explores the inter-relationship between the mindsets and the capabilities required for innovative work behavior.Design/methodology/approachThe authors use survey data from 113 technology/product managers employed in boundary-spanning roles in a large Indian automotive equipment manufacturing firm. Partial least squares structural equation modeling (PLS-SEM) analysis and bootstrapping (using PROCESS MACRO) are used to test for direct and mediation effects respectively.FindingsBoth PM and LGO are found to affect individual ambidexterity (IA) via the mediation of individual absorptive capacity (IACAP). While IACAP partially mediates the relationship between PM and IA, there is full mediation in the case of LGO.Research limitations/implicationsThe authors focus on a sample of managers from a single, large Indian automotive firm. Although single case studies can help provide novel conceptual insights and to test theoretical relationships, future research needs to confirm the authors' findings in different types of firms.Practical implicationsThis study shows how a learning orientation and the ability to be energized from conflicts help boundary-spanning managers produce innovative outcomes.Originality/valueThe authors reveal fresh insights on how both ACAP and ambidexterity share the focus on learning and paradox management. The authors explicate how LGO and PM uniquely impact the critical capabilities of IACAP and IA for boundary-spanning managers.

Disentangling empowerment: Considering the role of employee perceptions in adaptive selling

AbstractAs more jobs require employees to continually learn and adapt, empowering employees to adopt learning goals becomes a competitive advantage. Although research has identified key leadership behaviors that empower employees, the relationship between managers and empowered employees is ongoing and dynamic. Therefore, it is important to understand how key leadership behaviors interact with employees in their current state of empowerment to influence learning and performance. In this paper, we draw from self‐determination theory to argue that the way employees perceive a given leadership behavior will differ by dimension of empowerment, and these perceptions impact their intrinsic motivation to learn. Specifically, employees who are high in competence and impact will perceive the leadership behavior of goal clarity as controlling, and be less likely to set learning goals, while those who are high in autonomy and meaning will perceive the same behavior as supportive, and be more likely to set learning goals. In a time‐lagged study of 349 salespeople, we find that goal clarity acts as a boundary condition by weakening the relationship between empowerment and learning goal orientation (LGO) for those high on the competence and impact dimensions. As hypothesized, we find that the same behavior of goal clarity actually strengthens the relationship for those high on the autonomy and meaning dimensions. Further, we provide theoretical and empirical evidence that LGO mediates the relationship between empowerment and adaptive selling.

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.

Understanding secondary students' continuance intention to adopt AI-powered intelligent tutoring system for English learning.

Previous studies have demonstrated the effectiveness of intelligent tutoring systems (ITS) in facilitating English learning. However, no empirical research has been conducted on secondary students’ intention to use ITSs in the language domain. This study proposes an extended technology acceptance model (TAM) to predict secondary students’ continuance intention to use and actual use of ITSs for English learning. The model included fifteen hypotheses that were tested with 528 senior secondary students in China. The results of structural equation modeling showed that (1) perceived usefulness and price value had direct positive impacts on continuance intention; (2) perceived ease of use was not directly associated with students’ intention but indirectly influenced intention via perceived usefulness; (3) through the mediation of perceptions, learning goal orientation and facilitating conditions were positively associated with continuance intention; (4) perceived enjoyment positively predicted and anxiety negatively predicted students’ intention to use ITSs; and (5) students’ continuance intention to use ITSs was significantly positively associated with their actual use of ITSs for English learning. The model showed strong explanatory power and might be implemented in future research. This study contributes to the theory and practice of ITSs in K-12 education.

A multigroup structural equation modeling analysis of students' perception, motivation, and performance in computational thinking.

Students’ perceptions of learning are important predictors of their learning motivation and academic performance. Examining perceptions of learning has meaningful implications for instruction practices, while it has been largely neglected in the research of computational thinking (CT). To contribute to the development of CT education, we explored the influence of students’ perceptions on their motivation and performance in CT acquisition and examined the gender difference in the structural model using a multigroup structural equation modeling (SEM) analysis. Two hundred and eighty-five students from a Chinese urban high school were recruited for the study. The analysis revealed that students’ perceptions of CT positively influenced their CT performance and learning motivation, and some motivational constructs, namely self-efficacy and learning goal orientation (LGO), also positively influenced their CT performance. Furthermore, in the male student group, perceptions of CT exhibited significant correlations with both self-efficacy and LGO. However, no significant correlation was found in the female student group. Implications for research and teaching practice in CT education are presented herein.

An integration-and-learning perspective on gender diversity in self-managing teams: The roles of learning goal orientation and shared leadership.

Contemporary organizations commonly use self-managing teams to structure work as a way to achieve competitive advantage. Although diversity on visible demographic characteristics-such as gender-is a critical determinant of team functioning, our knowledge about when and how gender diversity affects performance in self-managing teams is still nascent. Building upon the integration-and-learning perspective and recent developments in the information and decision-making approach on diversity, we investigate when (team learning goal orientation as a contingency factor) and how (shared leadership as a structural mediating mechanism) gender diversity benefits task performance in self-managing teams. We conducted two studies to test our hypotheses. In Study 1, we studied 66 teams that participated in a team simulation. As expected, we found that team learning goal orientation acted as a boundary condition qualifying the effect of gender diversity on self-managing team task performance, such that gender diversity benefited task performance for teams that were higher (vs. lower) in learning goal orientation. In Study 2, we tested shared leadership as a mediating mechanism via which gender diversity benefited team task performance in learning-goal-oriented teams. We surveyed 67 teams multiple times over the span of 6 months, and found that gender diversity benefited the task role enactment of teams with higher (vs. lower) learning goal orientation through shared leadership. (PsycInfo Database Record (c) 2022 APA, all rights reserved).