The Other Side of Goal Orientation and Training Outcomes: Mediating Role of Training Motivation

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

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Expatriates’ withdrawal intentions

Personnel Review ◽

10.1108/pr-02-2016-0033 ◽

2017 ◽

Vol 46 (8) ◽

pp. 1852-1869 ◽

Cited By ~ 2

Author(s):

Luisa Helena Pinto ◽

Carlos Cabral Cardoso ◽

William B. Werther Jr

Keyword(s):

Organizational Culture ◽

Goal Orientation ◽

Design Methodology ◽

Negative Influence ◽

Content Type ◽

Mediating Role ◽

Business Goals ◽

Culture Characteristics ◽

The Relationship

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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Brand Embarrassment: Antecedents and Outcomes Variables

Proceeding of Japan International Business and Management Research Conference ◽

10.31098/jibm.v1i1.228 ◽

2020 ◽

Author(s):

Paterne Micha MBELANGANI MBAN ◽

Sevtap ÜNAL

Keyword(s):

Brand Image ◽

The Other ◽

Interpersonal Influence ◽

Social Approval ◽

Mediating Role ◽

Negative Feelings ◽

The Relationship ◽

Brand Hate

The present study aimed to investigate the role of negative feelings on the consumer buying decision. The influence of a brand image, the need for social approval, and negative brand self- expressiveness on brand embarrassment, as well as the influence of embarrassment on brand hate and brand detachment, mediated by interpersonal influence, were investigated. Findings revealed that brand image and the need for social approval do not have any influence on brand embarrassment, while the negative brand self-expressiveness does predict brand embarrassment. On the other side, the findings revealed that brand embarrassment creates brand hate and brand detachment. And, interpersonal influence has a mediating role in the relationship between brand image-brand detachment, negative brand self-expressiveness-brand hate, and negative brand self- expressiveness-brand detachment.

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Empowering leadership and meaningful work: the mediating role of learning goal orientation

International Journal of Training and Development ◽

10.1111/ijtd.12165 ◽

2019 ◽

Vol 23 (4) ◽

pp. 328-338 ◽

Cited By ~ 2

Author(s):

Makoto Matsuo ◽

Kohei Arai ◽

Takami Matsuo

Keyword(s):

Goal Orientation ◽

Meaningful Work ◽

Empowering Leadership ◽

Mediating Role ◽

Learning Goal ◽

Learning Goal Orientation

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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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