ISSN : 1229-0696
The purpose of this study was to examine the mediating effect of goal orientation on the relationship between core self-evaluation(CSE) and continuous learning activity of employees, and the moderating effect of supervisor's support on the relationship between goal orientation and continuous learning activity. Data were gathered from 295 employees who were working in various organizations in Korea. First, the results of data analysis indicated that there were positively significant relationships between core self-evaluation and learning-goal orientation, proving-goal orientation, and negatively significant relationship between core self-evaluation and avoiding-goal orientation. Also there were positively significant relationships between learning-goal orientation, proving-goal orientation and continuous learning activity, and negative relationship between avoiding-goal orientation and continuous learning activity. Second, there were full mediating effect of learning-goal orientation, and partial mediating effect of proving-goal orientation and avoiding-goal orientation on the relationship core self-evaluation and continuous learning activity. Third, the moderating effect of supervisor's support on the relationship proving-goal orientation and continuous learning activity was found. Finally, the implication of the results and the direction for future research were discussed with the limitation.
김재훈 (2003). 우리나라 기업교육에 있어 교육훈련 전이 모형 타당화 연구. 연세대학교 석사학위논문.
김태홍 (2008). 적응수행 및 지속학습활동에 대한 개인특성, 팀 리더십, 팀 풍토의 영향. 광운대학교 석사학위논문.
나기현 (2005). 임파워먼트가 조직몰입과 학습결과에 미치는 영향에 관한 연구. 인적자원관리연구, 12. 109-124.
백미숙, 이성근 (2001). CAI에서 학습자의 통제 소재와 학습주도권이 학업성취도에 미치는 영향. 한국컴퓨터교육학회 논문지, 4, 65-76.
이동하, 탁진국 (2008). 주도성과 핵심자기평가가 경력성공에 미치는 영향에 관한 연구. 한국심리학회지: 산업 및 조직, 21, 83-103
정성훈, 유태용 (2008). 피드백 추구를 위한 모니터링과 묻기의 선행변인과 결과변인에 관한 연구. 한국심리학회지: 산업 및 조직, 21, 285-312.
정현, 탁진국 (2005). 멘터역할 척도 개발과 타당화 연구, 한국심리학회지: 산업 및 조직, 18, 659-676.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhi & J. Beckmann (Eds.), Action control: From cognition to behavior(pp.11-39). Heidelberg: Springer.
Ames, C. (1992). Achievement goals, motivation climate, and motivational processes. In G. Robers(Ed.), Motivation in sports and exercise (pp.161-176). Champaign, IL: Human Kinetics Books.
Arneson, S. (2006). Continuous learning and workforce engagement. Chief Learning Officer, 5, 24-27.
Babin, B. J., & Boles, J. S. (1996). The effects of perceived co-worker involvement and supervisor support on service provider role stress, performance, and job satisfaction. Journal of Retailing, 72, 57-75.
Baldwin, T. T., & Ford, K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105.
Bell, B. S., & Kozlowski, W. J. (2002). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87, 497-505.
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.
Birdi, K., Allan, C., & Warr, P. (1997). Correlates and perceived outcomes of four types of employee development activity. Journal of Applied Psychology, 82, 845-857.
Burke, M. J., Chester, C. B., & Amy, E. H. (1992). Reconceptualizing psychological climate in a retail service environment: A multiple -stakeholder perceive. Journal of Applied Psychology, 77, 717-729.
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.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dewck, C. S., & Elliot, E. (1983). Achievement motivation. In E. Healtherington(Ed.), Handbook of child psychology(Vol. 4, pp.643 -691). New York: Wiley.
Erez, A., & Judge, T. A. (2001). Relationship of core self-evaluations to goal setting, motivation, and performance. Journal of Applied Psychology, 86, 1270-1279.
Johnson, D. W., Johnson, R. T., & Taylor, B. (1993). Impact of cooperative and individualistic learning on high-ability students' achievement, self-esteem, and social acceptance. Journal of Social Psychology, 133, 839-844.
Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluation traits- self-esteem, generalized self-efficacy, locus of control, and emotional stability-with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86, 80-92.
Judge, T. A., Bono, J. E., Erez, A., & Locke, E. A. (2005). Core self-evaluations and job and life satisfaction: The role of self-concordance and goal attainment. Journal of Applied Psychology, 90, 257–268.
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2002). Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? Journal of Personality and Social Psychology, 83, 693-710.
Judge, T. A., Erez, A., Bono, J. E., & Thoresn, C. J. (2003). The core self-evaluations scale: Development of a measure. Personnel Psychology, 56, 303-331.
Judge, T. A., Locke, E. A., & Durham, C. C. (1997). The dispositional causes of job satisfaction: a core evaluations approach. Research in organizational Behavior, 19, 151-188.
Judge, T. A., VanVianen, A. E. M., & DePater, I. E. (2004). Emotional stability, core self -evaluations, and job outcomes: A review of the evidence and an agenda for future research. Human Performance, 17, 325-346.
Kanfer, R. (1992). Work motivation: New directions in theory and research." In C. L. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology(pp.1-53). London: Wiley,
Kidd, J. M., & Smewing, C. (2001). The role of the supervisor in career and organizational commitment, European Journal of Work and Organizational Psychology, 10, 25–40.
Klein, H. J., & Lee, S. H. (2002). Relationship between conscientiousness, self-efficacy, self- deception, and learning over time. Journal of Applied Psychology, 87, 1175-1182.
Klein, H. J., & Lee, S. H. (2006). The effects of personality on learning: The mediating role of goal setting. Human Performance, 19, 43-66.
London, M., & Mone, E. M. (1999). Continuous learning. In D. R. Ingen & E. D. Pulakos (Eds.), The changing nature of performance (pp.119-153). San Francisco: Jossey-Bass.
Masalin, L. (2003). Nokia leads change through continuous learning. Academy of Management Learning and Education, 2, 68-72.
Maurer, T. J., & Tarulli, B. A. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by Employees, Journal of Applied Psychology, 79, 3-14.
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.
Mischel, W. (1968). Personality and assessment. New York: Wiley.
Neck, C. P., & Houghton, J. D. (2006). Two Decades of self-leadership theory and research. Journal of Managerial Psychology, 214, 270-295.
Nicholls, J. G. (1984). The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814.
Parker, C. P., Baltes, B. B., Youmg, S. A., Huff, J. W., Altmann, R. A., Lacost, H. A., & Roberts, J. E. (2003). Relationship between psychological climate perceptions and outcomes: A meta analytic review. Journal of Organizational Behavior, 24, 389-416.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
Sobel, M. E. (1982). A symptom intervals for indirect effects in structure equations models. In S. Leinhart(Ed.), Sociological methodology(pp. 290-312). San Francisco, CA: Jossey-Bass.
Tannenbaum, S. J. (1997). Enhancing continuous learning: Diagnostic findings from multiple companies. Human Resource Management, 36, 437-452.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation. Instrument. education and Psychological Measurement, 57, 995-1015.
VandeWalle, D., Cron W. L., & Slocum, J. W. (2001). The role goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640.
Yamawaki, N., Tchanz, B. T., & Feick, D. L. (2004). Defensive pessimism, self-esteem instability, and goal strivings. Cognition and Emotion, 18, 233-249.