Performance and Learning Goal Orientations as Moderators of Social Loafing and Social Facilitation

1999 ◽  
Vol 30 (5) ◽  
pp. 524-541 ◽  
Author(s):  
Marylène Gagné ◽  
Miron Zuckerman
Keyword(s):  
Social Facilitation ◽  
Goal Orientations ◽  
Social Loafing ◽  
Learning Goal

scholarly journals Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

2018 ◽  
Vol 14 (4) ◽  
pp. 715-745 ◽  
Author(s):  
Jiamin Zhang ◽  
Yi Wang ◽  
Marina Yue Zhang
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Team Leaders ◽  
Team Members ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Approach Orientation ◽  
And Performance ◽  
The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

scholarly journals The impact of the level of parental involvement and parental demands on students' attitudes to learning

2021 ◽  
Vol 70 (1) ◽  
pp. 69-86
Author(s):  
Ranka Perućica ◽  
Olivera Kalajdžić
Keyword(s):  
Parental Involvement ◽  
Goal Orientation ◽  
Family Environment ◽  
Approaches To Learning ◽  
Goal Orientations ◽  
Approach To Learning ◽  
Learning Goal ◽  
Significant Difference ◽  
Students Attitudes ◽  
The Impact

The attitudes that parents have towards learning are very significant for the forming of staudents' attitudes towards learning. The importance of this study lies in uncovering the extent to which students' own attitudes to learning depend on the level of parental involvement and parental demands, and the extent to which the insights obtained can be used as the basis for determining the manner in which parents should be engaged in and devote attention to their children's learning. In this paper, students' attitudes to learning were observed through two variables, namely students' learning goal orientation and their approaches to learning. The research sample consisted of 802 seventh-, eighthand ninth-grade primary school students. We started from the assumption that certain differences exist among the given variables. For the purposes of the study we used an instrument for measuring students' approach to learning, an instrument for measuring learning goal orientations and an instrument for measuring the level of demands and the level of support in the family environment. The reliability of the instruments was verified through Cronbach's alpha coefficient. The data obtained indicate that there is a statistically significant difference in learning goal orientations and approaches to learning among students depending on the level of parental demands and the level of parental involvement. Students whose parents provide high levels of support are more likely to have mastery goal orientation and an in-depth approach to learning, regardless of the level of demands. The pedagogical recommendation that can be made based on the results is that parents should provide their children with a high level of support for learning so that they can achieve the best possible results.

De invloed van doeloriëntaties op de effectiviteit van re-integratie

2008 ◽  
Vol 21 (3) ◽  
Author(s):  
Gera Noordzij ◽  
Edwin A.J. Van Hooft
Keyword(s):  
Logistic Regression ◽  
Job Search ◽  
Goal Orientations ◽  
The Other ◽  
Control Group ◽  
Performance Goal ◽  
Unemployed People ◽  
Training Conditions ◽  
Learning Goal

The influence of goal orientations on the effectiveness of reemployment counseling The influence of goal orientations on the effectiveness of reemployment counseling G. Noordzij & E.A.J. Van Hooft, Gedrag & Organisatie, volume 21, August 2008, nr. 3, pp. 209-225 The present study investigates the influence of training goal orientations on job search and reemployment outcomes among unemployed people who were searching for a job. Unemployed individuals (N = 109) were randomly assigned to one of three training conditions: (1) Learning goal orientated training (LGO), (2) Performance goal orientated training (PGO), and (3) control group. LGO is defined as focusing on increasing competences whereas PGO is defined as focusing on demonstrating competences. Participants of the LGO-training had more intentions to search for a job and more activities than the other participants. Logistic regression demonstrated that participants of the LGO-training had five times more change to find a job than the other participants. These results lead us to conclude that the LGO-training is an effective tool for reemployment counseling.

scholarly journals Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations

2020 ◽  
Vol 51 (6) ◽  
pp. 830-858 ◽  
Author(s):  
Janice Francis Super ◽  
Teresa K. Betts ◽  
Heath Keller ◽  
Joy Roach Humphreys
Keyword(s):  
Knowledge Sharing ◽  
Team Performance ◽  
Memory Systems ◽  
Goal Orientations ◽  
Transactive Memory ◽  
Individual Learning ◽  
Planning System ◽  
Simulation Game ◽  
Transactive Memory Systems ◽  
Learning Goal

Background. Because computer-based simulation games are widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, and communication between team members.

Do trainer style and learner orientation predict training outcomes?

2014 ◽  
Vol 26 (5) ◽  
pp. 331-344 ◽  
Author(s):  
T. Brad Harris ◽  
Wonjoon Chung ◽  
Holly M. Hutchins ◽  
Dan S. Chiaburu
Keyword(s):  
Goal Orientation ◽  
Business Students ◽  
Initial Step ◽  
Goal Orientations ◽  
Content Type ◽  
Training Outcomes ◽  
Positive Effects ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Training Satisfaction

Purpose – The purpose of this paper was to examine the additive and joint effects of trainer directiveness and trainees’ learning goal orientation on training satisfaction and transfer. Design/methodology/approach – Survey responses from a sample (N = 243) of undergraduate business students enrolled at a large US university were examined. Findings – Trainer directiveness and trainee learning goal orientations each additively predicted training satisfaction and transfer over and above one another and study controls. Further, trainer directiveness and trainee learning goal orientation jointly predicted satisfaction and transfer, such that the positive relationship between trainer directiveness and both outcomes was accentuated (more positive) when learning goal orientations were high (compared to low). Practical implications – This study suggests that scholars and practitioners need to be mindful of both trainer and trainee characteristics when evaluating potential training programs. In addition to selecting competent trainers, organizations might be well-served to encourage trainers to use a directive style. Further, organizations might be able to boost the positive effects of trainer directiveness on trainee satisfaction and transfer by priming (or selecting on) trainee learning goal orientations. Originality/value – With few exceptions, prior research has devoted comparatively little attention toward understanding how trainer characteristics influence training outcomes. Of this research, even less considers possible interactions between trainer and trainee characteristics. The present study provides an initial step toward addressing these gaps by examining the additive and joint influences of trainer directiveness and trainee learning goal orientations. Results support that additional variance in training satisfaction and transfer can be explained by considering both trainer and trainee characteristics in tandem.

Simulation Games: Learning Goal Orientations and Norms for Knowledge Sharing

2019 ◽  
Vol 2019 (1) ◽  
pp. 15436
Author(s):  
Jan Super ◽  
Roy Heath Keller ◽  
Teresa Kay Betts ◽  
Joy Roach Humphreys
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientations ◽  
Simulation Games ◽  
Learning Goal
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