A META-ANALYSIS OF STRESS AND PERFORMANCE AT WORK: MODERATING EFFECTS OF GENDER, AGE, AND TENURE.

Purpose Relationship learning is viewed as an important factor in enhancing competitiveness and an important determinant of profitability in relationships. Prior studies have acknowledged the positive effects of interorganizational learning on performance, but the performance measures applied have varied. The purpose of this study is to examine the relationship between interorganizational learning and different types of performance. The paper also goes beyond direct effects by investigating the moderating effects of different research designs. Design/methodology/approach This paper applies a meta-analytic approach to systematically analyze 21 independent studies (N = 4,618) to reveal the relationship between interorganizational learning and performance. Findings The findings indicate that interorganizational learning is an important predictor of performance, and that the effects of interorganizational learning on performance differ in magnitude under different research conditions. Research limitations/implications The paper focuses on interorganizational learning, and during the data collection, some related topics were excluded from the data search to retain the focus on learning. Practical implications The study evinces the breadth of the field of interorganizational learning and how different research designs affect research results. Moreover, this meta-analysis indicates the need for greater clarity when defining the concepts used in studies and for definitions of the concepts applied in the field of interorganizational learning to be unified. Originality/value This study is the first to meta-analytically synthesize literature on interorganizational learning. It also illuminates new perspectives for future studies within this field.

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A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing

Social Psychology of Education ◽

10.1007/s11218-021-09606-1 ◽

2021 ◽

Vol 24 (1) ◽

pp. 195-245

Author(s):

Gera Noordzij ◽

Lisenne Giel ◽

Heleen van Mierlo

Keyword(s):

Achievement Goals ◽

Meta Analysis ◽

Effect Sizes ◽

Moderating Effects ◽

Goal Framing ◽

Performance Effects ◽

And Performance ◽

Approach Goals ◽

Avoidance Goals ◽

Mastery Approach

AbstractIn this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.

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Replication of the Superstition and Performance Study by

Social Psychology ◽

10.1027/1864-9335/a000190 ◽

2014 ◽

Vol 45 (3) ◽

pp. 239-245 ◽

Cited By ~ 18

Author(s):

Robert J. Calin-Jageman ◽

Tracy L. Caldwell

Keyword(s):

Task Difficulty ◽

Statistical Power ◽

Meta Analysis ◽

A Priori ◽

Significant Heterogeneity ◽

Performance Study ◽

Improve Performance ◽

Research Designs ◽

Series Of Experiments ◽

And Performance

A recent series of experiments suggests that fostering superstitions can substantially improve performance on a variety of motor and cognitive tasks ( Damisch, Stoberock, & Mussweiler, 2010 ). We conducted two high-powered and precise replications of one of these experiments, examining if telling participants they had a lucky golf ball could improve their performance on a 10-shot golf task relative to controls. We found that the effect of superstition on performance is elusive: Participants told they had a lucky ball performed almost identically to controls. Our failure to replicate the target study was not due to lack of impact, lack of statistical power, differences in task difficulty, nor differences in participant belief in luck. A meta-analysis indicates significant heterogeneity in the effect of superstition on performance. This could be due to an unknown moderator, but no effect was observed among the studies with the strongest research designs (e.g., high power, a priori sampling plan).

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Effects of Monetary Incentives on Cooperation and Performance in the Prisoner's Dilemma Game: A Meta-Analysis

PsycEXTRA Dataset ◽

10.1037/e413812005-010 ◽

2002 ◽

Author(s):

Reeshad S. Dalal ◽

Michael R. Bashshur

Keyword(s):

Prisoner's Dilemma ◽

Meta Analysis ◽

Prisoner’S Dilemma ◽

Monetary Incentives ◽

Prisoner’S Dilemma Game ◽

Prisoner's Dilemma Game ◽

And Performance

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Emotional Stability and Performance: Moderating Effects of Autonomy and Meaning

PsycEXTRA Dataset ◽

10.1037/e518362013-238 ◽

2011 ◽

Author(s):

Jeffrey Muldoon ◽

Eric Liguori ◽

Jennifer L. Kisamore ◽

Suzanne M. Booth

Keyword(s):

Emotional Stability ◽

Moderating Effects ◽

And Performance

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Team Learning Behaviors and Performance: A Meta-Analysis of Direct Effects and Moderators

Group & Organization Management ◽

10.1177/10596011211016928 ◽

2021 ◽

pp. 105960112110169

Author(s):

Christopher W. Wiese ◽

C. Shawn Burke ◽

Yichen Tang ◽

Claudia Hernandez ◽

Ryan Howell

Keyword(s):

Team Performance ◽

Team Learning ◽

Task Complexity ◽

Meta Analysis ◽

Sample Type ◽

Learning Behaviors ◽

Learning Teams ◽

And Performance ◽

The Relationship ◽

Team Familiarity

Under what conditions do team learning behaviors best predict team performance? The current meta-analytic efforts synthesize results from 113 effect sizes and 7758 teams to investigate how different conceptualizations (fundamental, intrateam, and interteam), team characteristics (team size and team familiarity), task characteristics (interdependence, complexity, and type), and methodological characteristics (students vs. nonstudents and measurement choice) affect the relationship between team learning behaviors and team performance. Our results suggest that while different conceptualizations of team learning behaviors independently predict performance, only intrateam learning behaviors uniquely predict performance. A more in-depth investigation into the moderating conditions contradicts the familiar adage of “it depends.” The strength of the relationship between intrateam learning behaviors and team performance did not depend on team familiarity, task complexity, or sample type. However, our results suggested this relationship was stronger in larger teams, teams with moderate task interdependence, teams performing project/action tasks, and studies that use measures that capture a wider breadth of the team learning behavior construct space. These efforts suggest that common boundary conditions do not moderate this relationship. Scholars can leverage these results to develop more comprehensive theories addressing the different conceptualizations of team learning behaviors as well as providing clarity on the scenarios where team learning behaviors are most needed. Further, practitioners can use our results to develop more guided team-based policies that can overcome some of the challenges of forming and developing learning teams.

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Relating Competitive Golfers’ Perceived Emotions and Performance

Perceptual and Motor Skills ◽

10.1177/00315125211005938 ◽

2021 ◽

pp. 003151252110059

Author(s):

Erik Lundkvist ◽

Henrik Gustafsson ◽

Gunilla Björklund ◽

Paul Davis ◽

Andreas Ivarsson

Keyword(s):

Perceived Control ◽

Performance Outcomes ◽

Skill Level ◽

Complex Nature ◽

Moderating Effects ◽

Dynamic Relationship ◽

And Performance ◽

Player Skill ◽

Task Oriented ◽

The Relationship

The present study examined relationships between golfers’ self-perceived emotions (e.g., irritability, nervousness, tension), task-oriented coping, perceived control, and performance during a golf competition. We implemented a process-oriented golf analysis in which competitors rated these variables hole-by-hole in a competitive golf round. Within a two-level Bayesian multivariate autoregressive model, we showed that (a) within persons, emotions and task-oriented coping were reactions that stemmed from performance on the previous hole; and (b) between persons, player skill level predicted both better scores and the ability to limit the influence of negative affect on performance. These findings highlight the complex nature of the relationship between emotions and performance. Future studies might use a similarly ecologically valid research design to more precisely measure aspects of time and potentially moderating effects of player skill level and personality. An increased understanding of the dynamic relationship between emotions and performance can promote the development of effective psychological interventions for optimal performance outcomes.

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Alliance experience and performance outcomes: A meta-analysis

Strategic Organization ◽

10.1177/1476127020982875 ◽

2021 ◽

pp. 147612702098287

Author(s):

Peng Wang ◽

Xu Jiang ◽

Maggie Chuoyan Dong

Keyword(s):

Strategic Alliance ◽

Meta Analysis ◽

Group Analysis ◽

Performance Outcomes ◽

Country Level ◽

Different Types ◽

Performance Consequences ◽

Controversial Topic ◽

Alliance Experience ◽

And Performance

Alliance experience has been a frequent topic in strategic alliance research in recent decades. Nonetheless, its performance consequences, either as a whole or differentiated into general versus partner-specific alliance experience, are neither theoretically clear nor empirically consistent. We use a range of meta-analytic techniques to integrate the empirical findings of 143 studies and provide a more conclusive assessment compared to prior research. Our study thus addresses a long-standing, understudied, and controversial topic: the distinction between the two types of alliance experiences. Going beyond traditional sub-group analysis, we reveal the contextual contingencies by examining how different types of alliance experiences and performance outcomes jointly affect the alliance experience–performance relationship. Moreover, we identify critical country-level institutional contingencies that moderate the focal effect.

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