Impacts of Interpersonal Interaction on Creative Performance: The Moderating Effect of Goal Orientation

This study adopted a social perspective to explore the relationships of interpersonal interaction on creative performance and the moderating effect of goal orientation based on the social exchange theory and social capital theory. Interpersonal interaction was divided into two types, expressive relations and instrumental relations. Goal orientation was differentiated as learning goal orientation and performance goal orientation. Creative performance was divided into three facets, namely creative thinking, creative proposals, and creative applications. Data were collected from research and development engineers. The results show that expressive relations have positive effects on all aspects of creative performance, whereas instrumental relations have positive effects on creative applications. Learning goal orientation moderates the relationship between instrumental relations and creative proposals. Performance goal orientation has moderating effects on the relationship between interpersonal relations (both expressive and instrumental) and creative performance. This study addresses a gap in research into types of interpersonal interaction and goal orientation as these relate to creative performance. Keywords: Interpersonal interaction, Goal orientation, Creative performance.

The role of moral self-regulation in mediating the effect of goal orientation on academic integrity

Previous research has explored possible reasons to conduct academic dishonesty while there are only a few research studies that investigate the strategies to promote academic integrity and do not look at moral self-regulation as a mediating variable. This study, therefore, aims to examine whether moral self-regulation mediates the effects of mastery goal orientation and performance goal orientation on academic integrity. A self-report scale was distributed to 251 students (M = 41%; F = 59%) of one state Islamic university in Jakarta, Indonesia, in which the structural equation model was used to analyse the data. Using the root mean square error of approximation, comparative fit index and Tucker–Lewis Index as indicators of the model of fit, the results proved that moral self-regulation mediated two mentioned variables affecting academic integrity. This finding implies the need to consider the inclusion of moral self-regulation in the academic life of students. Keywords: Academic integrity, moral self-regulation, mastery goal orientation, performance goal orientation;

The voicer's reactions to voice: an examination of employee voice on perceived organizational status and subsequent innovative behavior in the workplace

PurposeThe purpose of this paper was to explore the voicer's own psychological or behavioral reactions to voice. A framework was proposed to predict how and when employee voice is related to innovative behavior in the workplace based on conservation of resources theory.Design/methodology/approachData was collected from a three-wave survey including 232 employees and their supervisors. Hierarchical multiple regression and PROCESS, a SPSS macro, were used to test the hypotheses.FindingsEmployee voice was positively associated with innovative behavior. Perceived organizational status mediated the link between voice and innovative behavior. Meanwhile, performance-goal orientation strengthened the positive voice–perceived organizational status and voice–innovative behavior associations.Originality/valueThis paper extended the authors’ understanding of the outcomes of voice by elucidating that voice could motivate the psychological or behavioral reactions of not only team members but also the voicer himself/herself. In addition, it highlighted the value of performance-goal orientation in strengthening the potentially positive relationship between voice and perceived organizational status. In doing so, the authors identified the unexplored individual-level psychological and behavioral reactions of the voicer himself/herself after speaking up. The present study also provided practical implications by shedding light on measures to promote innovative behavior in the workplace.

I cannot change, so I buy who I am: How mindset predicts conspicuous consumption

People's mindset comprises the beliefs they endorse about whether human attributes are fixed or malleable, and these beliefs then shape their motivations and behaviors. We conducted an empirical examination of the relationship between mindset and conspicuous consumption, and investigated whether performance goal orientation mediates this relationship. We found that, relative to those who believe that personality is malleable (growth mindset), consumers who believe that personality cannot be changed (fixed mindset) are more likely to engage in conspicuous consumption. Further, performance goal orientation mediated the relationship between mindset and conspicuous consumption. These findings point to the importance of researchers and practitioners examining how people's meaning system affects their behaviors as consumers.

Relationship between Parental Involvement, Students’ Performance Goal Orientation and Academic Achievement at Elementary Level

The study aims to explore association between parental involvement and its contribution in students’ performance goal orientation and academic achievement during their elementary schooling. The study adopted correlational design. Nine (04 boys and 05 girls) Middle/Elementary schools were randomly selected from 233 (140 girls and, 93 boys) Middle/ Elementary schools of Lahore. 324 participants (180 girls and 144 boys) from grade 6 were conveniently selected from these randomly selected 09 public Middle/elementary schools. 324 parents (mother/father) of above mentioned students were also included in this Study. Two instruments, Student Performance Goal Orientation (SPGO) and Parental Involvement Scale (PIS) were used as research instruments. It was quantitative study based on descriptive research. Survey method was used for data collection. The study found positive association between parental involvement and students’ learning outcomes achievement. Positive association between students’ performance goal orientation and students’ learning achievement was also found. It was observed that parents can increase the students’ motivation level and help them for their achievements. More than half of the students were of the views that parental involvement enhances the student’s learning achievement.

Moderating Avoidance Performance Goal Orientation Withdrawal Through Individuated Assessments and Common Affiliation

Scholars have long assumed that members of small groups are more likely to help each other. We argue that, even in a small group with collective rewards, those with an avoidance performance goal orientation, a dispositional fear of inadequate performance, would view social interaction as more disadvantageous and, as a result, help their group less. Using random coefficient modeling, we also demonstrate that the strength of the individual-specific assessment of reliance on and a category-specific common affiliation with group members reduce this negative association. We discuss theoretical and practical implications and conclude by identifying limitations of our study and offer directions for future investigation.

Effects of interaction between social comparison and state goal orientation on task performance

Drawing on social comparison theory, we explored the effects of the interaction between state goal orientation and directional social comparison on individuals' task performance. In most goal achievement situations, individuals are likely to perform in a social context, which warrants investigation of how the interplay between goal characteristics and surrounding social stimuli influences their performance. We conducted a state-based experiment with 162 undergraduate students, utilizing a 3 (state goal orientation: learning, prove performance, avoid performance) × 2 (social comparison: upward and downward) between-subjects design. When the learning goal orientation or the prove performance goal orientation were manipulated, individuals who had a comparison target performed better than did those who worked by themselves on the given task. In particular, when individuals with a learning goal orientation or a prove performance goal orientation had a downward comparison target their performance improved, whereas those with an avoid performance goal orientation performed better when they had an upward comparison target. Overall the findings explicate the joint roles of state goal orientation and social comparison in influencing task performance.