The Mediating Role of Mindfulness in the Relationship between Self-Regulated Learning and Goal Orientation with Academic Identity

Purpose The purpose of this paper is to examine the role of perceived home and destination organizational culture characteristics and general satisfaction with the assignment as antecedents of expatriates’ withdrawal intentions. Design/methodology/approach Data were collected through a web survey of an international sample of expatriates with a broad representation of industries, organizations and countries of origin and destination. Findings The results indicate that home and destination organizational cultures affect expatriates’ withdrawal intentions, after controlling for demographics and national cultural differences, namely: home organizational culture has a stronger influence on withdrawal intentions from the organization, while host organizational culture affects withdrawal intentions from the assignment. Further, the relationship between host organizational culture and expatriates’ intentions to withdraw from the assignment is mediated by expatriates’ satisfaction with the assignment. Evidence was also found supporting a stronger and negative influence of the goal orientation dimension of organizational culture, thus suggesting that a collective orientation toward common business goals (i.e. solidarity) may help retain expatriates. Originality/value This study seeks to fill a gap in the literature by exploring the influence of organizational culture on expatriates’ withdrawal intentions, and the mediating role of expatriates’ satisfaction with the assignment, on that relationship.

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Predicting Self-Regulated Learning Based on Students’ Motivational Beliefs, Intelligence Beliefs, and Perception of Classroom Atmosphere in Students at Gifted Schools: The Mediating Role of Self-Efficacy and Achievement Goals

Quarterly Journal of Child Mental Health ◽

10.52547/jcmh.8.1.12 ◽

2021 ◽

Vol 8 (1) ◽

pp. 155-174

Author(s):

Mahsa Jourabi Asrejadid ◽

Mansure Shahriari Ahmadi ◽

Mahdiyeh Salehi ◽

Mahnaz Estaki ◽

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...

Keyword(s):

Self Efficacy ◽

Achievement Goals ◽

Motivational Beliefs ◽

Self Regulated Learning ◽

Mediating Role ◽

Regulated Learning ◽

Intelligence Beliefs

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Predicting Self-Regulated Learning Among Scholarship Recipient Students Working on a Thesis through Forgiveness and its Dimensions: The Mediating Role of Optimism

Proceedings of the 5th International Conference on Indonesian Social and Political Enquiries, ICISPE 2020, 9-10 October 2020, Semarang, Indonesia ◽

10.4108/eai.9-10-2020.2304752 ◽

2021 ◽

Author(s):

Amalia Ramadhani ◽

Deni Sanjaya ◽

Dinni Febriyanti ◽

Erin Kustanti

Keyword(s):

Self Regulated Learning ◽

Mediating Role ◽

Regulated Learning

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Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use

Revista de Psicodidáctica (English ed ) ◽

10.1016/j.psicoe.2018.09.001 ◽

2019 ◽

Vol 24 (1) ◽

pp. 1-8 ◽

Cited By ~ 2

Author(s):

Rebeca Cerezo ◽

Estrella Fernández ◽

Natalia Amieiro ◽

Antonio Valle ◽

Pedro Rosário ◽

...

Keyword(s):

Self Efficacy ◽

Learning Strategy ◽

Self Regulated Learning ◽

Mediating Role ◽

Regulated Learning

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The Relationship Between Self-efficacy and Self-regulated Learning in One-to-One Computing Environment: The Mediated Role of Task Values

The Asia-Pacific Education Researcher ◽

10.1007/s40299-018-0405-2 ◽

2018 ◽

Vol 27 (6) ◽

pp. 455-463 ◽

Cited By ~ 7

Author(s):

Shan Li ◽

Juan Zheng

Keyword(s):

Self Efficacy ◽

Computing Environment ◽

Task Values ◽

Self Regulated Learning ◽

Regulated Learning ◽

One To One ◽

The Relationship

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The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17228323 ◽

2020 ◽

Vol 17 (22) ◽

pp. 8323

Author(s):

Pablo Usán Supervía ◽

Carlos Salavera Bordás ◽

Víctor Murillo Lorente

Keyword(s):

Academic Success ◽

Goal Orientation ◽

School Environment ◽

Academic Engagement ◽

Self Concept ◽

Task Orientation ◽

School Students ◽

Mediating Role ◽

The Relationship

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

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