Calling and continuous learning activity Moderated mediation model of goal orientation and perceived learning support
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Nov 30, 2015
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Abstract
The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. Specifically, the mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. To gain accurate information, we confirmed the results in a serial order. First, the relationship between calling and continuous learning activity was mediated by learning and performance- approach goal orientation, but not the performance-avoidance goal orientation. Second, perceived learning support moderated the relationships between learning goal orientation and continuous learning activity, and between performance-approach goal orientation and continuous learning activity. Third, perceived learning support moderated the mediating effect of learning and performance-approach goal orientation on the relationship between calling and continuous learning activity. Such results imply that calling can foster continuous learning activity by bringing about motivational influence in terms of learning and performance- approach goal orientation. In addition, our research suggests that the relationship between each goal orientation and continuous learning activity might differ depending on the level of perceived learning support. The significance and limitations of our findings are also discussed.
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Oh, S., Jung, Y., Eun, H., & Sohn, Y. (2015). Calling and continuous learning activity: Moderated mediation model of goal orientation and perceived learning support. Korean Journal of Industrial and Organizational Psychology, 28(4), 635–661. https://doi.org/10.24230/kjiop.v28i4.635-661
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Empirical Articles
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References
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김솔이, 유태용 (2010). 핵심자기평가와 지속학습활동 간의 관계: 목표지향성의 매개효과와 상사지원의 조절효과. 한국심리학회지: 산업 및 조직, 23, 131-154.
김창훈 (2008). 기업의 학습지원과 구성원의 조직몰입 및 경력몰입의 관계. 고려대학교 석사학위논문.
노상충, 서용원 (2014). 일터영성(Workplace Spirituality) 5요인 모형의 개념화 및 척도 개발 연구. 한국심리학회지: 산업 및 조직, 27, 419-447.
신성진 (2006). 기업의 학습지원 문화가 구성원의 조직 몰입에 미치는 영향. 고려대학교 석사학위논문.
심예린 (2010). 한국판 소명척도 (CVQ-K) 타당화: 대학생을 대상으로. 이화여자대학교 석사학위논문.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior (pp. 11-39). Springer Berlin Heidelberg.
Ames, C. (1992). Achievement goals, motivation climate, and motivational processes. In G. Roberts(Ed.), Motivation in sports and exercise (pp.161-176). Champaign, IL: Human Kinetics Books.
Alas, R., & Sharifi, S. (2002). Organizational learning and resistance to change in Estonian companies. Human Resource Development International, 5, 313-331.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173- 1182.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Birdi, K., Allan, C., & Warr, P. (1997). Correlates and perceived outcomes of 4 types of employee development activity. Journal of Applied Psychology, 82, 845-857.
Bunderson, J. S., & Thompson, J. A. (2009). The call of the wild: Zookeepers, callings, and the double-edged sword of deeply meaningful work. Administrative Science Quarterly, 54, 32-57.
Cardador, M. T., Dane, E., & Pratt, M. G. (2011). Linking calling orientations to organizational attachment via organizational instrumentality. Journal of Vocational Behavior, 79, 367-378.
Chalofsky, N. (2003). An emerging construct for meaningful work. Human Resource Development International, 6, 69-83.
Creed, P. A., King, V., Hood, M., & McKenzie, R. (2009). Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults. Journal of Applied Psychology, 94, 806-813.
DeGeest, D., & Brown, K. G. (2011). The role of goal orientation in leadership development. Human Resource Development Quarterly, 22, 157-175.
Dik, B. J., Sargent, A. M., & Steger, M. F. (2008). Career development strivings assessing goals and motivation in career decision-making and planning. Journal of Career Development, 35, 23-41.
Dik, B. J., Eldridge, B. M., Steger, M. F., & Duffy, R. D. (2012). Development and validation of the calling and vocation questionnaire (CVQ) and brief calling scale (BCS). Journal of Career Assessment, 20, 242-263.
Dovrow, S. R., & Tosti-Kharas. J. (2011). Calling: The development of a scale measure. Personnel Psychology, 64, 1001-1049.
Duffy, R. D., Dik, B. J., & Steger, M. F. (2011). Calling and work-related outcomes: Career commitment as a mediator. Journal Of Vocational Behavior, 78, 210-218.
Duffy, R. D., Bott, E. M., Allan, B. A., Torrey, C. L., & Dik, B. J. (2012). Perceiving a calling, living a calling, and job satisfaction: Testing a moderated, multiple mediator model. Journal of Counseling Psychology, 59, 50-59.
Dweck, C. S., & Elliot, E. (1983). Achievement motivation. In E. Healtherington(Ed.), Handbook of child psychology (Vol. 4, pp. 643-691). New York: Wiley.
Eisenberger, R., Fasolo, P., & Davis-LaMastro, V. (1990). Perceived organizational support and employee diligence, commitment, and innovation. Journal of Applied Psychology, 75, 51-59.
Elangovan, A. R., Pinder, C. C., & McLean, M. (2010). Callings and organizational behavior. Journal of Vocational Behavior, 76, 428-440.
Elliot, A. J., & Harackiewicz, J. M. (1994). Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 66, 968-980.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, 171-185.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.
Hall, D. T., & Chandler, D. E. (2005). Psychological success: When the career is a calling. Journal of Organizational Behavior, 26, 155-176.
Han, T. Y., & Williams, K. J. (2008). Multilevel investigation of adaptive performance: Individual- and team-level relationships. Group and Organization Management, 33, 657-684.
Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
Hayes, A. F., & Matthes, J. (2009). Computational procedures for probing interactions in OLS and logistic regression: SPSS and SAS implementations. Behavior Research Methods, 41, 924-936.
Hirschi, A. (2012). Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of counseling psychology, 59, 479-485.
Hunter, I., Dik, B. J., & Banning, J. H. (2010). College students’perceptions of calling in work and life: A qualitative analysis. Journal of Vocational Behavior, 76, 178-186.
Hurtz, G. M. (2002). Attitudinal and Motivational Antecedents of Participation in Employee Development Activities. Unpublished Doctoral Dissertation. State University of New York of Albany, NY.
James, L. R., Demaree, R. G., & Wolf, G. (1984). Estimating within group interrater reliability with and without response bias. Journal of Applied Psychology, 73, 695-702.
Lim, D. H., & Morris, M. L. (2006). Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer. Human Resource Development Quarterly, 17, 85-115.
London, M., & Mone, E. M. (1999). Continuous learning. In D. R. Ilgen, & E. D. Pulakos(Eds.), The changing nature of performance: Implications for staffing, motivation, and development (pp. 119-153). San Francisco: Jossey-Bass.
Lepper, M. R., & Henderlong, J. (2000). Turning play into work and work into play: 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz(Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press.
Magjuka, R. J., & Baldwin, T. T. (1991). Team-based employee involvement programs: Effects of design and administration. Personnel Psychology, 44, 793-812.
Maurer, T. J. (2001). Career-relevant learning and development, worker age, and beliefs about self-efficacy for development. Journal of Management, 27, 123-140.
Maurer, T. J., Weiss, E. M., & Barbeite, F. G. (2003). A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables. Journal of Applied psychology, 88, 707-724.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
Nicholls, J. G. (1984). The development of the concepts of effort and ability, perception of academic attaintment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007), A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
Peterson, C., Park, N., Hall, N., & Seligman, M. E. (2009). Zest and work. Journal of Organizational Behavior, 30, 161-172.
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42, 185-227.
Rosso, B. D., Dekas, K. H., & Wrzesniewski, A. (2010). On the meaning of work: A theoretical integration and review. Research in Organizational Behavior, 30, 91-127.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological methods, 7, 422.
Steger, M. F., Pickering, N. K., Shin, J. Y., & Dik, B. J. (2010). Calling in work: Secular or sacred? Journal of Career Assessment, 18, 82-96.
Treadgold, R. (1999). Transcendent vocations: Their relationship to stress, depression, and clarity of self-concept. Journal of Humanistic Psychology, 39, 81-105.
Tracey, J. B., Tannenbaum, S. I., & Kavanagh, M. J. (1995). Applying trained skills on the job: The importance of the work environment. Journal of applied psychology, 80, 239.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995-1015.
VandeWalle, D., Cron, W. L., & Slocum Jr, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640.
Walumbwa, F. O., Cropanzano, R., & Hartnell, C. A. (2009). Organizational justice, voluntary learning behavior, and job performance: A test of the mediating effects of identification and leader-member exchange. Journal of Organizational Behavior, 30, 1103-1126.
Wrzesniewski, A., McCauley, C., Rozin, P., & Schwartz, B. (1997). Jobs, careers, and callings: People's relations to their work. Journal of Research in Personality, 31, 21-33.
김사라, 유태용 (2010). 개인의 목표지향성과 직무수행 간 관계에서 자기조절 활동 및 조직 내 사회적 네트워크의 영향. 한국심리학회지: 산업 및 조직, 23, 525-550.
김솔이, 유태용 (2010). 핵심자기평가와 지속학습활동 간의 관계: 목표지향성의 매개효과와 상사지원의 조절효과. 한국심리학회지: 산업 및 조직, 23, 131-154.
김창훈 (2008). 기업의 학습지원과 구성원의 조직몰입 및 경력몰입의 관계. 고려대학교 석사학위논문.
노상충, 서용원 (2014). 일터영성(Workplace Spirituality) 5요인 모형의 개념화 및 척도 개발 연구. 한국심리학회지: 산업 및 조직, 27, 419-447.
신성진 (2006). 기업의 학습지원 문화가 구성원의 조직 몰입에 미치는 영향. 고려대학교 석사학위논문.
심예린 (2010). 한국판 소명척도 (CVQ-K) 타당화: 대학생을 대상으로. 이화여자대학교 석사학위논문.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior (pp. 11-39). Springer Berlin Heidelberg.
Ames, C. (1992). Achievement goals, motivation climate, and motivational processes. In G. Roberts(Ed.), Motivation in sports and exercise (pp.161-176). Champaign, IL: Human Kinetics Books.
Alas, R., & Sharifi, S. (2002). Organizational learning and resistance to change in Estonian companies. Human Resource Development International, 5, 313-331.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173- 1182.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Birdi, K., Allan, C., & Warr, P. (1997). Correlates and perceived outcomes of 4 types of employee development activity. Journal of Applied Psychology, 82, 845-857.
Bunderson, J. S., & Thompson, J. A. (2009). The call of the wild: Zookeepers, callings, and the double-edged sword of deeply meaningful work. Administrative Science Quarterly, 54, 32-57.
Cardador, M. T., Dane, E., & Pratt, M. G. (2011). Linking calling orientations to organizational attachment via organizational instrumentality. Journal of Vocational Behavior, 79, 367-378.
Chalofsky, N. (2003). An emerging construct for meaningful work. Human Resource Development International, 6, 69-83.
Creed, P. A., King, V., Hood, M., & McKenzie, R. (2009). Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults. Journal of Applied Psychology, 94, 806-813.
DeGeest, D., & Brown, K. G. (2011). The role of goal orientation in leadership development. Human Resource Development Quarterly, 22, 157-175.
Dik, B. J., Sargent, A. M., & Steger, M. F. (2008). Career development strivings assessing goals and motivation in career decision-making and planning. Journal of Career Development, 35, 23-41.
Dik, B. J., Eldridge, B. M., Steger, M. F., & Duffy, R. D. (2012). Development and validation of the calling and vocation questionnaire (CVQ) and brief calling scale (BCS). Journal of Career Assessment, 20, 242-263.
Dovrow, S. R., & Tosti-Kharas. J. (2011). Calling: The development of a scale measure. Personnel Psychology, 64, 1001-1049.
Duffy, R. D., Dik, B. J., & Steger, M. F. (2011). Calling and work-related outcomes: Career commitment as a mediator. Journal Of Vocational Behavior, 78, 210-218.
Duffy, R. D., Bott, E. M., Allan, B. A., Torrey, C. L., & Dik, B. J. (2012). Perceiving a calling, living a calling, and job satisfaction: Testing a moderated, multiple mediator model. Journal of Counseling Psychology, 59, 50-59.
Dweck, C. S., & Elliot, E. (1983). Achievement motivation. In E. Healtherington(Ed.), Handbook of child psychology (Vol. 4, pp. 643-691). New York: Wiley.
Eisenberger, R., Fasolo, P., & Davis-LaMastro, V. (1990). Perceived organizational support and employee diligence, commitment, and innovation. Journal of Applied Psychology, 75, 51-59.
Elangovan, A. R., Pinder, C. C., & McLean, M. (2010). Callings and organizational behavior. Journal of Vocational Behavior, 76, 428-440.
Elliot, A. J., & Harackiewicz, J. M. (1994). Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 66, 968-980.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, 171-185.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.
Hall, D. T., & Chandler, D. E. (2005). Psychological success: When the career is a calling. Journal of Organizational Behavior, 26, 155-176.
Han, T. Y., & Williams, K. J. (2008). Multilevel investigation of adaptive performance: Individual- and team-level relationships. Group and Organization Management, 33, 657-684.
Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
Hayes, A. F., & Matthes, J. (2009). Computational procedures for probing interactions in OLS and logistic regression: SPSS and SAS implementations. Behavior Research Methods, 41, 924-936.
Hirschi, A. (2012). Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of counseling psychology, 59, 479-485.
Hunter, I., Dik, B. J., & Banning, J. H. (2010). College students’perceptions of calling in work and life: A qualitative analysis. Journal of Vocational Behavior, 76, 178-186.
Hurtz, G. M. (2002). Attitudinal and Motivational Antecedents of Participation in Employee Development Activities. Unpublished Doctoral Dissertation. State University of New York of Albany, NY.
James, L. R., Demaree, R. G., & Wolf, G. (1984). Estimating within group interrater reliability with and without response bias. Journal of Applied Psychology, 73, 695-702.
Lim, D. H., & Morris, M. L. (2006). Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer. Human Resource Development Quarterly, 17, 85-115.
London, M., & Mone, E. M. (1999). Continuous learning. In D. R. Ilgen, & E. D. Pulakos(Eds.), The changing nature of performance: Implications for staffing, motivation, and development (pp. 119-153). San Francisco: Jossey-Bass.
Lepper, M. R., & Henderlong, J. (2000). Turning play into work and work into play: 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz(Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press.
Magjuka, R. J., & Baldwin, T. T. (1991). Team-based employee involvement programs: Effects of design and administration. Personnel Psychology, 44, 793-812.
Maurer, T. J. (2001). Career-relevant learning and development, worker age, and beliefs about self-efficacy for development. Journal of Management, 27, 123-140.
Maurer, T. J., Weiss, E. M., & Barbeite, F. G. (2003). A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables. Journal of Applied psychology, 88, 707-724.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
Nicholls, J. G. (1984). The development of the concepts of effort and ability, perception of academic attaintment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007), A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
Peterson, C., Park, N., Hall, N., & Seligman, M. E. (2009). Zest and work. Journal of Organizational Behavior, 30, 161-172.
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42, 185-227.
Rosso, B. D., Dekas, K. H., & Wrzesniewski, A. (2010). On the meaning of work: A theoretical integration and review. Research in Organizational Behavior, 30, 91-127.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological methods, 7, 422.
Steger, M. F., Pickering, N. K., Shin, J. Y., & Dik, B. J. (2010). Calling in work: Secular or sacred? Journal of Career Assessment, 18, 82-96.
Treadgold, R. (1999). Transcendent vocations: Their relationship to stress, depression, and clarity of self-concept. Journal of Humanistic Psychology, 39, 81-105.
Tracey, J. B., Tannenbaum, S. I., & Kavanagh, M. J. (1995). Applying trained skills on the job: The importance of the work environment. Journal of applied psychology, 80, 239.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995-1015.
VandeWalle, D., Cron, W. L., & Slocum Jr, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640.
Walumbwa, F. O., Cropanzano, R., & Hartnell, C. A. (2009). Organizational justice, voluntary learning behavior, and job performance: A test of the mediating effects of identification and leader-member exchange. Journal of Organizational Behavior, 30, 1103-1126.
Wrzesniewski, A., McCauley, C., Rozin, P., & Schwartz, B. (1997). Jobs, careers, and callings: People's relations to their work. Journal of Research in Personality, 31, 21-33.