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Problematic smartphone use (PSU) has emerged as a pressing concern among college students, with cumulative ecological risk identified as a crucial yet enigmatic contributor. To unravel its underlying mechanisms, we devised and validated a model that delves into the mediating roles of performance and learning goal orientations, as well as the moderating influence of psychological resilience. Our investigation encompassed 2011 Chinese college students spanning from freshmen to seniors, aged 16 to 25, utilizing comprehensive scales to assess various constructs. The findings revealed that both performance and learning goal orientations serve as pivotal mediators in the relationship between cumulative ecological risk and PSU. Furthermore, psychological resilience was found to moderate not only the direct link between cumulative ecological risk and PSU but also the indirect pathway through learning goal orientation. These insights underscore the practical significance of fostering healthy achievement goals and enhancing psychological resilience among college students, thereby mitigating the prevalence of PSU. [ABSTRACT FROM AUTHOR]

Drawing upon role identity theory and human capital theory, this study explored the role of paternalistic leadership in terms of job performance. Empirical analyses were performed based on a field investigation involving agents from three large insurance companies in Taiwan. The analyses first showed that benevolent leadership indirectly influenced job performance only through strategy role commitment, while authoritarian, benevolent, and moral leadership indirectly influenced job performance through affective dependence. Second, strategy role commitment influenced job performance directly and indirectly through learning goal orientation, whereas affective dependence influenced job performance indirectly only through learning goal orientation. Third, management position positively moderated the positive effects of strategy role commitment on both learning goal orientation and job performance. Last, theoretical and practical implications were discussed based on the results. [ABSTRACT FROM AUTHOR]

Doctors who work in areas of workforce shortage, such as regional, rural and remote areas or areas of low socioeconomic means need to be more self-motivated, adaptable and self-directed than their metropolitan counterparts. This study aimed to examine the goal orientation and learning characteristics of students recruited into two medical programmes, one from the Northern hemisphere and one from the Southern hemisphere; both with a commitment to producing doctors to practice medicine in rural locations. Three survey tools were administered to 263 medical students: 1. achievement goal orientation survey; 2. learning characteristics survey and 3. the study process questionnaire. Medical students from both cohorts showed a learning goal orientation, which significantly increased with age (P0.007). In terms of learning characteristics, the students from the south had significantly higher scores for curiosity (P0.003), while the northern students had significantly higher scores for methodical (p < 0.001). Both cohorts were similar for adaptability and consciousness. Across the entire student cohort, three of the four learning disposition characteristics were also seen to correlate with learning goal orientation. In both cohorts of medical students deep learning scores exceeded surface learning scores. Selection of students with a learning goal orientation and learning characteristics of curiosity, adaptability and conscientiousness could potentially help students to flourish in rural placement environments. [ABSTRACT FROM AUTHOR]

The workplace coaching industry is growing through technology‐based applications that are designed to enhance coaching accessibility and scalability. Despite the increasing adoption of these technological innovations among practitioners, researchers have little understanding of the theoretical mechanisms by which these technologies impact coachees. Further, rigorous research examining the outcomes of these applications is lacking. This study focused specifically on automated coaching, a nascent but growing type of coaching program that allows users to access customized insights about themselves and their colleagues in a digital application. We applied objective self‐awareness theory to examine how engagement in an automated coaching platform facilitates self‐reflective processes on a day‐to‐day basis. In an experience sampling study of 84 employed users of an automated coaching platform, we found that engagement in automated coaching significantly increased metacognitive activities on a daily basis. Further, these effects spilled over, positively influencing the next‐day need for self‐knowledge and learning goal orientation. We discuss the theoretical and practical implications of these findings as they relate to workplace coaching. [ABSTRACT FROM AUTHOR]

Summary: We rely on social interdependence theory to examine bottom‐line mentality (BLM) as a motivational state that explains the effects of competitive rewards on oppositional actions in the forms of decreases in interpersonal organizational citizenship behavior (OCBI) and increases in social undermining. In line with social interdependence theory, we also examine learning goal orientation as a motivational attribute that can weaken these effects, suggesting that in comparison to employees low on learning goal orientation, employees high on the attribute are less likely to respond to their BLMs (that result from competitive rewards) with dysfunctional behaviors, because these employees will pursue their bottom‐line outcomes with an innate motivation to learn. We tested our hypotheses with three studies: an experimental study, a multisource, field study from a U.S. corporation, and a diverse, multisource, time‐lagged field study. Results from the experimental study and first field study revealed that BLM mediated the negative relationship between competitive rewards and OCBI; the second field study replicated these findings and demonstrated support for our full moderated mediation model. We provide theoretical and empirical support for the notion that BLM can serve as a motivational state that explains the effects of competition on workplace behaviors and learning goal orientation influences these effects. [ABSTRACT FROM AUTHOR]

To succeed after graduating, university students must develop and communicate their career‐related competencies to hiring managers or graduate admissions committees. Co‐curricular activities (e.g., volunteering, mentoring) coupled with reflection can facilitate students' career exploration and help them understand, develop, and apply their career‐related competencies. Yet, as a scientific community, we need to learn more about the role of co‐curricular programming in helping students to effectively articulate their learned competencies. We draw on past research to develop and test a model of university student competency articulation proficiency. A serial mediation model predicted students' learning goal orientation would influence their co‐curricular engagement, which, in turn, would predict career exploration and decision‐making self‐efficacy and self‐reported competency articulation proficiency. We surveyed 126 students enrolled in co‐curricular programming at a university in North America. Results largely supported the hypothesized model. Learning goal orientation, directly and indirectly, affected career exploration and decision‐making self‐efficacy and competency articulation proficiency. [ABSTRACT FROM AUTHOR]

In this study, we examined a model that explores the connection between workplace relationships and flourishing, with mediation through work meaningfulness and living a calling. This mediation effect was discovered to be contingent on the level of learning goal orientation. The structural equation model was verified using data collected from 561 employed adults (357 females) representing various companies and jobs. The findings indicate that work meaningfulness and living a calling fully and sequentially mediate the relationship between workplace relationships and flourishing. Furthermore, this indirect effect was more pronounced under conditions of low learning goal orientation as opposed to high. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the relationship between cultural intelligence and organisational commitment and its effect on learning goal orientation and turnover intention within the expatriate society of the United Arab Emirates (UAE). Design/methodology/approach: A survey instrument was developed to collect data from 173 non-management expatriates employed by multinational corporations located in Dubai, UAE. SmartPLS bootstrap software was used to analyse the path coefficients and test the research hypotheses. Findings: The results demonstrate that cultural intelligence enhances both learning goal orientation and turnover intention of expatriates. Moreover, organisational commitment partially mediates the relationship between cultural intelligence and turnover intention/learning goal orientation. Originality/value: This study contributes by advancing extant knowledge with regard to cultural intelligence and organisational commitment effects on turnover intention and learning goal orientation of expatriates within a context of high cultural heterogeneity. [ABSTRACT FROM AUTHOR]

Problematic smartphone use (PSU) has emerged as a pressing concern among college students, with cumulative ecological risk identified as a crucial yet enigmatic contributor. To unravel its underlying mechanisms, we devised and validated a model that delves into the mediating roles of performance and learning goal orientations, as well as the moderating influence of psychological resilience. Our investigation encompassed 2011 Chinese college students spanning from freshmen to seniors, aged 16 to 25, utilizing comprehensive scales to assess various constructs. The findings revealed that both performance and learning goal orientations serve as pivotal mediators in the relationship between cumulative ecological risk and PSU. Furthermore, psychological resilience was found to moderate not only the direct link between cumulative ecological risk and PSU but also the indirect pathway through learning goal orientation. These insights underscore the practical significance of fostering healthy achievement goals and enhancing psychological resilience among college students, thereby mitigating the prevalence of PSU.

Doctors who work in areas of workforce shortage, such as regional, rural and remote areas or areas of low socioeconomic means need to be more self-motivated, adaptable and self-directed than their metropolitan counterparts. This study aimed to examine the goal orientation and learning characteristics of students recruited into two medical programmes, one from the Northern hemisphere and one from the Southern hemisphere; both with a commitment to producing doctors to practice medicine in rural locations. Three survey tools were administered to 263 medical students: 1. achievement goal orientation survey; 2. learning characteristics survey and 3. the study process questionnaire. Medical students from both cohorts showed a learning goal orientation, which significantly increased with age (P0.007). In terms of learning characteristics, the students from the south had significantly higher scores for curiosity (P0.003), while the northern students had significantly higher scores for methodical (p

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. [ABSTRACT FROM AUTHOR]

In today's volatile, uncertain, complex, and ambiguous (VUCA) work environments, mitigating employee burnout and turnover has become a critical concern. The enhancement of employee engagement stands out as a pivotal focus in corporate human resource management. Coaching leadership focuses on the encouragement and inspiration of employees, which can effectively stimulate the internal potential of employees, enhance work ability and enhance engagement. However, previous research on the relationship between coaching leadership style and employee engagement are limited, thus obscures the essential function in enterprise development and core competitiveness. The research collected 402 valid responses from MBA and EMBA students at the School of Business, and examines the effect of coaching leadership on employee engagement. Results indicate that coaching leadership significantly enhances multiple facets of employee engagement, including vigor, devotion, and absorption. Crucially, organizational self-esteem emerges as a mediating factor, while learning goal orientation strengthens the positive effects of coaching leadership. This research sheds light on the nuanced dynamics of effective leadership in contemporary workplaces, also it underscores the need for more nuanced, industry-specific analyses and broader exploration of moderating variables. Ultimately, the insights garnered hold profound implications for leadership training, human resource strategies, and performance metrics, emphasizing a more integrative and holistic approach to leadership and employee development in vocational contexts. [ABSTRACT FROM AUTHOR]

Background: Ethical nurse leaders play a pivotal role in helping their nurse employees deliver high-quality healthcare services. However, we still lack a comprehensive understanding of the mediating and moderating mechanisms by which ethical leadership improves job performance. Purpose: This study aims to investigate: (1) whether ethical leadership would enhance nurses' job performance; (2) whether learning goal orientation acts as a mediator; and (3) whether co-worker support operates as a moderator. Participants and research context: We collected two-wave data from 218 nurses working in hospitals located in Jiangsu, China. Research design: A time-lagged study based on an online survey design was utilized for data collection between September 2022 and January 2023. PROCESS Model 5 was employed to test the research hypotheses. Ethical considerations: We obtained ethics approval from the University Ethics Committee. The nursing participants were assured that their survey responses were completely anonymous. Results and discussion: Ethical leadership is not significantly correlated with job performance. However, ethical leadership has an indirect impact on nurses' job performance through the mediator (learning goal orientation). Moreover, co-worker support moderates the relationship between ethical leadership and job performance. Conclusion: The conceptual model provides us with a fine-grained understanding of the relationship between ethical leadership and nurses' job performance. We highlight the mediating role of learning goal orientation and the moderating role of co-worker support. We suggest that healthcare organizations should devote more efforts to promoting ethical leadership, co-worker support, and learning goal orientation. [ABSTRACT FROM AUTHOR]

This study bridges a gap in the current research on motivation and demotivation learning a second language (L2). It is meant to provide an overview of students' goal setting when they start to learn an L2 at university level in Australia. Drawing on goal-setting and learning goal orientation constructs (cf. Miller, 2020), goal formation is deconstructed and analysed to throw new light on students' psychological processes identified at the micro level and the influences on goal setting stemming from the social context at the macro level in which students operate. The interaction between the two levels is explored in order to understand which dynamics lie behind research participants' desire of gaining proficiency in French, German, Italian, and Spanish. Qualitative data analysis outcomes are shown in an attempt to provide clear and applicable pedagogical suggestions for L2 practitioners (see, e.g., Al-Hoorie et al., 2021). [ABSTRACT FROM AUTHOR]

Over the past decade, the academic community has been increasingly interested in the impact of "unreasonable tasks," a work-related stressor. Extensive research has consistently demonstrated the detrimental effects of these tasks. However, a notable research gap exists in understanding the potential double-edged sword effect they have. To address this gap, the present study developed a moderated dual-mediation model rooted in the cognitive appraisal theory of stress. The primary objective was to investigate the dual nature of unreasonable tasks, specifically examining their influence on thriving at work while considering the underlying factors that shape these effects. Drawing from a sample of 522 participants collected from China, the analysis revealed intriguing findings. On the one hand, unreasonable tasks were found to foster thriving at work by eliciting challenge appraisals. On the other hand, they were also found to impede thriving at work through hindrance appraisals. Moreover, the study uncovered an important moderating role of learning goal orientation for the relationship between unreasonable tasks and cognitive appraisals. These findings make a significant contribution to enhancing understanding of the intricate dynamics associated with unreasonable tasks. They offer pragmatic implications for managers seeking effective strategies to navigate this terrain. [ABSTRACT FROM AUTHOR]

The research considers Generation Z (Gen Zers) who are characterized by diversity, innovation and resiliency. They have also been called Generation Resilient having hurdled the challenges brought about by the global pandemic and emerged with confidence and numerous possibilities for themselves. The study aims to explore how learning goal orientation significantly mediates psychological capital and performance goal orientation. A sample of 120 Gen Zers from the Philippines participated in an online survey. Descriptive and Inferential statistical analysis (simple and multiple linear regression) were used for data analysis. The Mediation analysis was based on four step approach mediation analysis by Baron and Kenny (1986 as cited by Newsom, 2023). Simple linear regression results showed that (1) psychological capital has a significant influence on performance goal orientation; (2) psychological capital has a significant influence on learning goal orientation; (3) learning goal orientation has significant influence on performance goal orientation. Multiple linear regression shows that both Psychological capital and learning goal orientation has significant influence on performance goal orientation and therefore based on the mediation analysis approach it can be concluded that learning goal orientation has significant partial mediation on psychological capital towards performance goal orientation. The results are significant for the development at the personal and professional levels of Gen Zers, whether they are self-employed or entrepreneurs or as reference for human resource development in companies where the Gen Zers are employed and being developed for future capabilities in their career moves. [ABSTRACT FROM AUTHOR]

Drawing on self-regulation theory, we developed and tested a model to investigate the positive correlation between socially responsible human resource management (SRHRM) and employee workplace green behavior (WGB). We tested and found support for our theoretical model using multi-wave studies within one organization and across multiple organizations. Based on a sample of 261 employees from a food chain company (Study 1) and 259 employees from 43 organizations (Study 2), we identified a direct relationship between SRHRM and employee WGB and an indirect relationship mediated by learning goal orientation and moral identity. Additionally, coworker support moderated the effects of SRHRM on learning goal orientation and moral identity. These conclusions provide a new entry point for exploring why SRHRM affects employee WGB. [ABSTRACT FROM AUTHOR]

Based on the social media use theory and goal orientation theory, this study explored the "double-edged sword" effect of social media usage on postgraduate student creativity. Participants in the study were 262 postgraduate students from Xiangtan University in China (females = 54.2%, postgraduate third grade = 29.4%, major in management = 22.1%). The participants completed two waves of surveys one week apart. Findings from a structural equation model indicated that social media usage indirectly enhanced postgraduate student creativity through knowledge acquisition, and lowered cyberloafing. Social media usage and knowledge acquisition were higher with higher learning goal orientation, and lower with cyberloafing. These findings provided valuable guidance for supporting postgraduate students in their rational use of social media for improved learning outcomes. [ABSTRACT FROM AUTHOR]

Background/purpose. The purpose of this study was to develop and validate the Learning Leader Competency Test in South Korean university students. Based on the analysis of previous studies, this study defined the concept of learning leader competencies, consisting of cognitive, motivational, and behavioral domains. Materials/methods. A total of 638 university students participated in the study and data were collected via online survey. Exploratory factor analysis was conducted using principal axis factoring and Oblimin rotation. Confirmatory factor analysis was performed using maximum likelihood and goodness indices such as IFI, TLI, CFI and RMSEA. Construct, convergent, discriminant, and cross-validities were tested. Results. The Learning Leader Competency Test consists of 23 items and three factors; knowledge, thinking, and problem solving; learning goal orientation and self-determination; and constructive self-expectation and caring for the community. The test’s reliability (Cronbach’s α = .856) and validity were confirmed. Conclusion. This study defines the concept of learning leader competency and identifies the subcomponents of learning leader competency into the cognitive, motivational, and behavioral domains. This test may be applied in order to determine the extent to which university students

Leadership is about having the capacity to make a vision a reality. In the context of transformational leadership, this study examines creative behavior as a key factor in Pakistan's IT sector. Examining the relationship between transformational leadership and innovative behavior is the main goal of this study. While transformational leadership affects people because it inspires them, fosters morale, and boosts productivity. A moderated mediation model based on social cognitive theory was provided in this study. In contrast, the functions of mediation and moderation were played by knowledge sharing, organizational identification, and learning goal orientation. In this cross-sectional study, we implemented the convenience sample method and gathered 391 valid responses from the IT sector. Using the use of AMOS 26 and SPSS 23, the authors measured the latent variables and discussed their connection using a descriptive and correlational approach. The findings showed that transformational leadership has a favorable and substantial impact on innovative behavior. As a result, the mediation of knowledge exchange unites innovative behavior with transformational leadership. When two moderators' organizational identification and learning goal orientation are effective, knowledge sharing mediates transformational leadership and innovative behavior. By highlighting the mediating function of knowledge sharing in promoting particular traits of innovative behavior, this research has broadened the scope of social cognition theory. [ABSTRACT FROM AUTHOR]

Aims: Our study aims to investigate the effect of work–life balance programmes on Chinese nurses' psychological well‐being, directly and indirectly, via learning goal orientation. Our research also aims to investigate the moderating role of servant leadership, a holistic leadership style that prioritizes serving employees, in the association between work–life balance programmes and psychological well‐being. Design: A questionnaire‐based, time‐lagged study (1‐week interval). Methods: From September 2022 to October 2022, we collected a total of 211 matched and valid responses from nurses working for hospitals in Jiangsu Province, China. Data regarding work–life balance programmes, servant leadership, learning goal orientation and psychological well‐being were gathered using a survey administered in two waves, 1 week apart. We utilized the PROCESS Model 5 to test the moderated mediation model. Results: Work–life balance programmes significantly improved nurses' psychological well‐being. Moreover, learning goal orientation mediated the relationship between work–life balance programmes and psychological well‐being. However, servant leadership did not moderate the association between work–life balance programmes and psychological well‐being. Conclusion: Our study contributes to extant nursing literature by attending to the organizational strategies that promote psychological well‐being. This study is novel because it evaluates the mediating and moderating process through which work–life balance programmes improve nurses' psychological well‐being. Impact: The provision of work–life balance programmes could enhance learning goal orientation, resulting in possible improvement in nurses' psychological well‐being. Moreover, servant leadership styles may contribute to psychological well‐being. Our study can help nurse managers enhance their organizational strategies (e.g. work–life balance programmes) and leadership resources (e.g. servant leadership styles) to address nurses' well‐being issues. Patient or Public Contribution: This paper addresses the United Nations' Sustainable Development Goal 3 regarding 'Good Health and Well‐being'. [ABSTRACT FROM AUTHOR]

Vocational passion and learning goal orientation are both critical for individuals to perform well in vocational fields in the long run. Drawing upon self-regulation theory and social learning theory, this study explores how these two predictors influence job performance by simultaneously examining job self-efficacy as a mediator and job experience as a moderator. Empirical analyses are performed using the data of workers in a large computer and communication company in Taiwan. This study discovers that job experience has double-edged effects in the development of job self-efficacy. On the one hand, individuals with more job experiences possess greater wisdom that may inspire a sense of meaningful connection towards their vocation (i.e. being more susceptible to vocational passion). On the other hand, their continuous learning motivation to achieve job performance goals is more likely to decline with more job experiences they overly rely upon (i.e. being less susceptible to learning goal orientation). [ABSTRACT FROM AUTHOR]

Adopting an interactionist perspective and drawing on the proactive-motivation model, this study examines whether rolebreadth self-efficacy mediates the relationship between employees learning goal orientation and taking charge. Additionally, we examine whether the proposed mediation is strengthened underconditions of high co-worker support. Empirical data was drawn from 193 full-time employees across five service sector organizations in Malaysia. Process Macro was used to test our proposed hypothesis and the moderated-mediation model. The paper found rolebreadth self-efficacy to fully mediate the relationship between employees learning goal orientation and taking charge. Contrary to expectations, co-worker support was found not to moderate the relationship between learning goal orientation and rolebreadth self-efficacy, nor was the moderated-mediation relationship was stronger under conditions of high co-worker support. This study builds a contingent model that extends the effect of learning goal orientation on taking charge and thereby the nomological network of both learning goal orientation and taking charge literatures. Additionally, this study enriches our understanding on how learning goal orientation leads to taking charge behavior by exploring whether a contextual factor, co-worker support, moderates our proposed mediating model. Doing so, we extend the existing proactive motivation model. [ABSTRACT FROM AUTHOR]