Perceived career congruence between adolescents and their parents as a moderator between goal orientation and career aspirations

We surveyed 601 Indonesian high school students (57.6% girls, mean age = 16.4 years) and investigated whether perceived career congruence between adolescents and their parents served as moderator between goal orientation (i.e., mastery-approach, performance-approach, and performance-avoid) and career aspirations. Hierarchical regression analyses showed that perceived congruence moderated the effects of mastery-approach and performance-approach, but not performance-avoid, on career aspirations. Mastery-approach orientation was more strongly related to career aspirations when perceived congruence was higher; whereas, performance-prove orientation was more weakly related when perceived congruence was higher. These findings highlight important roles for approach orientations and perceived career congruence between adolescents and their parents in career aspirations of adolescents in collectivist contexts.     

The relationship between career adaptability, person and situation variables, and career concerns in young adults

We surveyed 245 first-year university students using measures of career concerns, career adaptability (career planning, career exploration, self-exploration, decision-making, self-regulation), goal-orientation (learning, performance-prove, performance-avoid) and social support (family, friends, significant others), and tested: (a) whether the career adaptability variables could be represented by a second-order factor of career adaptability; (b) whether career adaptability, goal-orientation and social support were associated with fewer career concerns; and (c) whether career adaptability mediated the relationship between goal-orientation and social support and career concerns. The study demonstrated that the career adaptability variables were inter-related and could be represented by a higher-order factor. Decision-making and self-exploration were negatively associated with career concerns, and decision-making mediated the relationship between goal-orientation and career concerns. Having more of a learning orientation was associated with more decision-making and fewer career concerns, whereas holding a performance-prove orientation was associated with poorer decision-making and more career concerns.     

Personal and situational variables, and career concerns: predicting career adaptability in young adults

This study examined relationships among career adaptability and career concerns, social support and goal orientation. We surveyed 304 university students using measures of career concerns, adaptability (career planning, career exploration, self-exploration, decision-making, self-regulation), goal-orientation (learning, performance-prove, performance-avoid) and social support (family, friends, significant others). Multiple regression analysis revealed career concerns, learning and performance-prove goal orientations emerged relatively as the most important contributors. Other variables did not contribute significantly.     

Self-regulation: from goal orientation to job performance

The authors investigated the effects on job performance of 3 forms of goal orientation and 4 self-regulation (SR) tactics. In a longitudinal field study with salespeople, learning and performance-prove goal orientation predicted subsequent sales performance, whereas performance-avoid goal orientation negatively predicted sales performance. The SR tactics functioned as mediating variables between learning and performance-prove goal orientations and performance. Social competence and proactive behavior directly and positively predicted sales performance, and emotional control negatively predicted performance.     

Aiming for career success: The role of learning goal orientation in mentoring relationships

Learning goal orientation of mentors and protégés was investigated as it relates to protégés’ mentoring functions received and outcomes (i.e., managerial career aspirations and career satisfaction). Data from 217 mentor-protégé dyads comprised of working professionals from a variety of industries were analyzed using multivariate analysis of covariance. Results indicated that protégés who possessed high levels of learning goal orientation similar to their mentor were associated with the highest levels of psychosocial support. These protégés also reported higher levels of career development, idealized influence, enacted managerial aspirations, desired managerial aspirations, and career satisfaction when compared to mentor-protégé dyads who possessed low levels of learning goal orientation or dyads with dissimilar levels of learning goal orientation. Implications for practice and future research are discussed.     

Testing a calling model of psychological career success in Australian young adults: A longitudinal study

Theory-based longitudinal research on career calling is sparse. In a two-wave, cross-lagged panel design we assessed Hall and Chandler's (2005) calling model of psychological career success using 216 young adults (M age = 20.44 years, SD = 2.54). We tested if changes in career calling over time were associated with changes in goal-directed effort (work effort and career strategies) and psychological career success (life meaning and career adaptability) over time, and if goal-directed effort mediated between career calling and psychological career success over time. The standard causal model showed a better fit over the base, reverse, and reciprocal causation models. T1 career calling predicted T2 work effort, career strategies, life meaning, and career adaptability. Only career strategies mediated between T1 career calling and T2 life meaning and T2 career adaptability. Limitations and future directions are discussed.     

工作绩效与工作满意度、组织承诺和目标定向的关系

在全面回顾工作绩效及其影响因素的基础上,通过关键事件方法和问卷调查方法,对来自全国的1066位雇员进行了施测,运用AMOS软件,对工作绩效结构进行验证性因素分析,并对文中提出的假设进行了检验。之后,提出并验证了影响员工工作绩效的态度因素及整合模型。研究结果显示：工作满意度、组织承诺和目标定向对工作绩效的各个子维度的影响是不一致的。工作满意度越高,员工的工作绩效越好;另一方面,组织承诺和目标定向对雇员工作绩效各个子维度的影响不一致。文章最后对全文进行了总结,并对后续研究给出了建议     

Reflection Toward Creativity: Team Reflexivity as a Linking Mechanism Between Team Goal Orientation and Team Creative Performance

Purpose

This study aims at testing the mediating role of team reflexivity in the relationships between team learning, performance-prove, and performance-avoid goal orientations and team creative performance and assessing the relative importance of the three types of team goal orientation in team reflexivity and creative performance.

Methodology

We conducted Study 1 on 68 student teams by using a two-wave time-lagged design. In Study 2, we carried out a cross-sectional field study on 108 intact work teams in diverse Korean companies.

Findings

Team learning goal orientation was significantly associated with team creative performance. While team learning and performance-prove goal orientations were equally influential in predicting team reflexivity, team performance-avoid goal orientation had no relationship with team reflexivity and creative performance. Team reflexivity mediated the relationships between team learning and performance-prove goal orientations and team creative performance.

Implications

By revealing that team learning and performance-prove goal orientations can contribute to team creative performance through the facilitation of team reflective process, this study provides practitioners with insight into critical antecedents and team process that are conducive to the creative performance of work teams.

Originality/Value

This is one of the first studies to explore a mediating mechanism between team goal orientation and creative performance. This study attends to the role of team reflexivity as a key team-regulatory process that underlies the relationship between team goal orientation and team performance. Furthermore, the use of multiple studies in different contexts strengthens the robustness of the study findings.

     

“行高人非”还是“见贤思齐”？职场上行比较对员工行为的双刃剑效应

本研究基于压力认知评估理论,从理性认知视角探讨了职场上行比较存在的提升自我和贬损他人效应,以及驱动不同路径效应生效的边界条件和传导机制。本研究通过轮询设计,在3个时间点收集了来自60个团队240位成员的720份人际配对样本,并采用社会关系模型分析数据得出以下结论:在低水平绩效证明目标导向情况下,员工倾向于将上行比较对象评估为挑战,进而激发员工向上行比较对象的学习行为;相反,在高水平绩效证明目标导向情况下,员工倾向于将上行比较对象评估为威胁,进而驱使员工采取针对上行比较对象的社会阻抑。     

Exploring types of career orientation: A latent class analysis approach

Career literature has been discussing the decline of the traditional career. Despite this debate, systematic information on the prevalence of contemporary career types is lacking. Two studies with large samples of employees aimed to determine types of career orientation, to explore their prevalence, and to validate these types by testing hypotheses relating each of the career orientations to work attitudes and sociodemographical variables. In study 1 (N = 835), we identified four types of career orientation – traditional/promotion, traditional/loyalty, independent, disengaged – applying exploratory latent class analysis. These were confirmed in study 2 (N = 737) with confirmatory latent class analysis. The variables associated with the career orientation types mostly followed the predicted pattern. Almost two thirds reported a traditional career orientation, while one fifth each expressed an independent and a disengaged orientation. This finding shows that people’s career orientation does not reflect the changes that many authors argue have been occurring.     

Career adaptation: The relation of adaptability to goal orientation,proactive personality,and career optimism

This study examines the psychometric properties of the Career Adapt-Abilities Scale (CAAS) and its relation to adaptivity (i.e., learning goal orientation, proactive personality, and career optimism) among Australian university students (N = 555). Results demonstrated adequate levels of test–retest reliability (r = .61 to .76) and internal consistency (α = .83 to .94) for the CAAS full scale and subscales over a 4-week interval between measurements. Confirmatory factor analysis also supported the multidimensional and hierarchical model of career adaptability resources. The factor structure generally corresponded with that obtained from other CAAS international validation, thus, expanding its cross-national measurement equivalence. In addition, correlation results supported the predicted positive association between career adaptability and adaptivity in the form of learning goal orientation, proactive personality, and career optimism. Taken together, the present findings confirm the psychometric utility of CAAS in the Australian context and substantiate the proposition that higher personal adaptive readiness relates to better career adaptability among young people.     

Launching the post-college career: A study of mentoring antecedents

Drawing upon role-making theory, this study examines which new job market entrants, following college graduation, find informal mentors and how much mentoring they receive from these mentors using a predictive design. Our results suggest that individuals lower in negative affectivity and higher in cognitive ability as well as women, individuals who have previously had a mentor, and those who go to work for organizations with developmental climates are more likely to find informal mentors. In contrast, individuals higher in learning goal orientation and mentoring instrumentality receive more mentoring once a mentoring relationship has been established.     

创造性人格与员工创造力:一个被调节的中介模型研究

本文基于动机行动和成就动机理论,构建一个被调节的中介模型以检验创造性人格对员工创造力产生的作用机理。以251套来自主管-下属配对的问卷数据为样本,实证分析结果表明:创造性人格可预测员工创造力产生,学习目标导向与绩效证明目标导向在两者之间起部分中介作用;内在动机能够强化个体目标导向对创造力的作用,并显著正向调节创造性人格对员工创造力的间接效应。最后,论文讨论了研究发现对员工创造力产生的理论和实践意义。     

The effects of social desirability bias on applied measures of goal orientation

This research examined the extent to which social desirability responding influences two measures of goal orientation tailored to work (VandeWalle, 1997) and academic (Midgley et al., 1998) domains. Method bias analyses indicated a significant negative influence of social desirability on responses to learning goal items, and a significant positive influence of social desirability responding on performance-avoid goal items, with the VandeWalle scale showing larger effects than the Midgley et al. scale. Performance-approach goal items showed minimal effects of social desirability responding. Results are discussed with respect to the use of these measures in larger models of motivation and performance.     

The relationship between goal orientation and career striving in young adolescents

We surveyed 280 students (61% girls; M = 15.3 years) and, in the context of goal setting theory and self‐regulation, tested a cross‐sectional model in which goal orientation (learning, performance–prove, performance–avoid) was viewed as an antecedent to self‐efficacy and outcome expectations, self‐efficacy and outcome expectations were tested as antecedents to goal setting, and goal setting tested as an antecedent to career‐striving behaviors (exploration, planning). After controlling for educational achievement, learning orientation was directly, positively, associated with self‐efficacy and outcome expectations, and indirectly associated with career aspirations, career exploration, and planning; and performance–avoid orientation was negatively associated with self‐efficacy. The study demonstrated that goal orientation is an important variable to consider when examining career development in adolescents.     

求同方能存异：上下级学习目标导向契合对创造力的影响

为探讨领导-员工学习目标导向与领导反馈环境对员工创造力的交互作用机制,对305名领导-员工配对样本进行问卷调查。结果表明：（1）领导学习目标导向显著正向预测员工创造力;（2）领导反馈环境在领导学习目标导向和员工创造力之间起中介作用;（3）员工学习目标导向对领导学习目标导向和领导反馈环境之间的关系起调节作用,相对于学习目标导向低的员工,当员工学习目标导向高时,领导学习目标导向对反馈环境的积极影响大。     

Career adaptability and career entrenchment

Career adaptability constitutes a resource that can help employees to effectively manage career changes and challenges. The goal of this study was to investigate the relationship between the two higher-order constructs of career adaptability and career entrenchment (i.e., the perceived inability and/or unwillingness to pursue new career opportunities), as well as relationships among the dimensions of career adaptability and career entrenchment. We hypothesized a negative relationship between overall career adaptability and career entrenchment, and more differentiated associations among their dimensions. Data for this study came from 404 employees in Brazil. Results of structural equation modeling showed that overall career adaptability weakly negatively predicted overall career entrenchment (standardized effect = − .13), after controlling for age, gender, education, and job tenure. More differentiated findings emerged at the dimension level. Future research should examine the mechanisms and boundary conditions of the relationship between career adaptability and career entrenchment.     

目标倾向测量及其与绩效的关系

本文修订了B.Button等人所编制的目标倾向调查问卷,修订后的问卷具有较好的信效度。选取了58名文科大二学生为被试,以本学期各科期末成绩作为绩效指标,经偏相关分析,结果表明:绩效目标倾向和中国近代教育史、管理学概论、世界文化史等科目的成绩有显著相关,学习目标倾向与儿童发展心理学、教育测量学、英语4级等科目的成绩有显著相关。两类目标倾向与英语成绩的关系随课程难度的不同而变化,在此基础上,作者提出在目标倾向与绩效的关系上,可以从资源需求的角度来加以考察。     

Protean career orientation,vocational identity,and self-efficacy: an empirical clarification of their relationship

There is a large interest in how people can be more protean in their career development, exhibiting a self-directed striving for personally valued career outcomes. However, existing research on the protean career needs to better address issues of antecedents and outcomes as well as unique effects of a protean career orientation (PCO). We present two studies investigating how PCO is related to vocational identity clarity and occupational self-efficacy. Study 1 reports a 1-year, three-wave cross-lagged study among 563 university students and established that PCO preceded changes in identity and self-efficacy—but not the other way around. A 6-month longitudinal study of 202 employees, Study 2 showed that identity clarity and self-efficacy mediated the effects of PCO on career satisfaction and proactive career behaviours. PCO only possessed incremental predictive validity regarding proactive career behaviours. However, we could not confirm specific direct or mediated effects of PCO on job satisfaction. These results imply that PCO is closely related to vocational identity clarity and self-efficacy because it enhances these career attitudes. Moreover, identity and self-efficacy mediate some, but not all of the effects of PCO on important career outcomes.     

目标定向与进步反馈对优差生写作成绩影响的实验研究

本研究以24名优生和24名学习困难学生(以下简称差生或学困生)为被试,通过实验探讨了目标定向与进步反馈对优差生写作成绩的影响。结果表明：(1)目标定向和反馈对优生的写作成绩影响不显著;(2)在成绩目标定向时,接受进步反馈的差生其作文成绩显著优于无进步反馈的差生;在掌握目标定向时,进步反馈对差生的影响不显著;(3)在无进步反馈时,掌握目标定向的差生其写作成绩显著优于成绩目标定向的差生;在给予进步反馈时,目标定向对差生的影响不显著。