The relationship between learning goal orientation, goal setting, and performance: a longitudinal study

2013 ◽  
Vol 43 (8) ◽  
pp. 1668-1675 ◽  
Author(s):  
Meng U. Taing ◽  
Tiffany Smith ◽  
Neha Singla ◽  
Russell E. Johnson ◽  
Chu-Hsiang Chang
Keyword(s):  
Longitudinal Study ◽  
Goal Orientation ◽  
Goal Setting ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
And Performance ◽  
The Relationship

scholarly journals Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

2018 ◽  
Vol 14 (4) ◽  
pp. 715-745 ◽  
Author(s):  
Jiamin Zhang ◽  
Yi Wang ◽  
Marina Yue Zhang
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Team Leaders ◽  
Team Members ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Approach Orientation ◽  
And Performance ◽  
The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

scholarly journals Interteam Cooperation and Competition and Boundary Activities: The Cross-Level Mediation of Team Goal Orientations

2019 ◽  
Vol 16 (15) ◽  
pp. 2738 ◽  
Author(s):  
Shin ◽  
Kim ◽  
Hur
Keyword(s):  
Goal Orientation ◽  
Team Performance ◽  
Team Learning ◽  
Boundary Spanning ◽  
Goal Orientations ◽  
Cooperation And Competition ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
And Performance ◽  
The Relationship

Drawing on Dragoni’s cross-level model of state goal orientation, this research aims to examine the cross-level mediating effect of team goal orientation on the relationships between interteam cooperation and competition and three forms of boundary activities. Study 1 tested the proposed mediating relationships by collecting survey data from 249 members of 45 South Korean work teams. Additionally, we conducted a two-wave longitudinal study (Study 2) on 188 undergraduate students to replicate the relationships between three types of team goal orientation and their relevant forms of boundary activities. In Study 1, we found positive associations between interteam cooperation and team learning goal orientation, and between interteam competition and team performance-prove and performance-avoid goal orientations. Team learning and performance-prove goal orientations were positively related to boundary spanning and reinforcement. As predicted, team learning goal orientation had a stronger relationship with boundary spanning than team performance-prove goal orientation, whereas team performance-prove goal orientation had a stronger relationship with boundary reinforcement than team learning goal orientation. While team learning goal orientation mediated the relationship between interteam cooperation and boundary spanning and reinforcement, team performance-prove goal orientation mediated the relationship between interteam competition and boundary spanning and reinforcement. The results of Study 2 demonstrated the positive lagged effects of team performance-prove goal orientation on boundary reinforcement and of team performance-avoid goal orientation on boundary buffering.

scholarly journals Supervisor Knowledge Sharing and Employee Knowledge Sharing: The Moderating Roles of Learning Goal Orientation and Affective Organizational Commitment

2021 ◽  
Vol 13 (8) ◽  
pp. 4176
Author(s):  
Seckyoung Loretta Kim
Keyword(s):  
Organizational Commitment ◽  
Knowledge Sharing ◽  
Goal Orientation ◽  
Social Exchange ◽  
Positive Relationship ◽  
Affective Organizational Commitment ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
High Level ◽  
The Relationship

Recognizing the importance of knowledge sharing, this study adopted social learning and social exchange perspectives to understand when employees may engage in knowledge sharing. Using data collected from 192 employees in various South Korean organizations, the findings demonstrate that there is a positive relationship between supervisor knowledge sharing and employee knowledge sharing. As employees perceive a high level of supervisor knowledge sharing, they are likely to engage in knowledge sharing based on social learning and social exchange theories. Furthermore, the study explores the moderating effects of learning goal orientation and affective organizational commitment in the relationship between supervisor knowledge sharing and employee knowledge sharing. The result supports the hypothesis that the relationship between supervisor knowledge sharing and employee knowledge sharing is strengthened when there is a high level of affective organizational commitment. Employees who obtain valuable knowledge from their supervisors are likely to engage in knowledge sharing when they are emotionally attached to their organization. However, in contrast to the hypothesis, the positive relationship between supervisor knowledge sharing and employee knowledge sharing was stronger at the lower levels of learning goal orientation (LGO) than at the higher levels of LGO.

scholarly journals THE MEDIATING EFFECT OF PROACTIVE KNOWLEDGE SHARING AMONG TRANSFORMATIONAL LEADERSHIP, COHESION, AND LEARNING GOAL ORIENTATION ON EMPLOYEE PERFORMANCE

2021 ◽  
Vol 22 (2) ◽  
pp. 470-481
Author(s):  
Layaman Layaman ◽  
Pahlawansjah Harahap ◽  
Indi Djastuti ◽  
Aan Jaelani ◽  
Diana Djuwita
Keyword(s):  
Transformational Leadership ◽  
Data Collection ◽  
Knowledge Sharing ◽  
Goal Orientation ◽  
Employee Performance ◽  
Theoretical Models ◽  
Mediating Effect ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
The Relationship

The background of this study is based on the controversial relationship between transformational leadership and employee performance. Empirical and theoretical models resolve the controversy by building a new concept based on proactive knowledge sharing. The study established the influence of transformational leadership, cohesion and learning goal orientation on proactive knowledge sharing and employee performance. A total of 7 hypotheses were developed to solve the study problem, while purposive sampling was used in data collection. The respondents consisted of 6 employees of Sharia Banking in Indonesia. The SEM results indicate that five hypotheses were significant, while 2 were insignificant. Furthermore, proactive knowledge sharing strongly mediates the relationship between the studied variables. These results confirm the withdrawal of the new concept in improving employee performance.

Workplace Goal Orientation

2020 ◽  
Vol 36 (2) ◽  
pp. 399-409
Author(s):  
Leonie Theis ◽  
Tanja Bipp
Keyword(s):  
Goal Orientation ◽  
Workplace Learning ◽  
Measurement Instrument ◽  
Performance Outcomes ◽  
Learning Performance ◽  
Dimensional Structure ◽  
Proactive Behavior ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
And Performance

Abstract. We investigated the construct and criterion-related validity of workplace goal orientation via two studies. Aiming to extend prior findings on this construct ( Van Dam, 2015 ), in Study 1 ( N = 334), we inspected the predictive role that learning, performance-approach, and performance-avoidance goal orientation at work play in terms of employees’ learning, task, and contextual performance. In Study 2 ( N = 201), we examined the mediating role of proactive behavior concerning the relationship between workplace (learning) goal orientation and performance. First, we found evidence for the three-dimensional structure of the translated and adapted German measurement instrument across two independent samples of employees. Second, we found support for the criterion-related validity of workplace goal orientation for important work-related outcomes. Especially learning goal orientation was positively related to learning and performance outcomes within the work context. Third, we demonstrated that the link between workplace learning goal orientation and performance is mediated by proactive behavior. It therefore seems inevitable for organizations to support the setting and pursuit of learning goals within the workplace to increase the probability of the occurrence of proactive behavior and sustain employees’ high performance and continuous learning.

scholarly journals When Learning Goal Orientation Leads to Learning From Failure: The Roles of Negative Emotion Coping Orientation and Positive Grieving

2021 ◽  
Vol 12 ◽  
Author(s):  
Wenzhou Wang ◽  
Shanghao Song ◽  
Xiaoxuan Chen ◽  
Wenlong Yuan
Keyword(s):  
Goal Orientation ◽  
Negative Emotion ◽  
Mediating Effect ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Grief Recovery ◽  
Learning From Failure ◽  
Emotion Coping ◽  
The Impact ◽  
The Relationship

Considering failure is a common result in project management, how to effectively learn from failure has becoming a more and more important topic for managers. Drawing on the goal orientation theory and grief recovery theory, the purpose of this paper is to clarify the impact of learning goal orientation on learning from failure. Furthermore, this paper examines the mediating effect of two negative emotion coping orientations (restoration orientation and loss orientation) and the moderating effect of positive grieving in this relationship. The results indicated that: (1) A learning goal orientation is positively related to learning from failure; (2) As a dual-path mediation model, restoration orientation and loss orientation mediate the relationship between a learning goal orientation and learning from failure; and (3) Positive grieving negatively moderates the relationship between a loss orientation and learning from failure.

scholarly journals The mediating effect of goal orientation in the relationship between perfectionism and active-passive procrastination

2017 ◽  
Vol 30 (2) ◽  
pp. 195-219
Author(s):  
MinSik Choi ◽  
TaeYong Yoo
Keyword(s):  
Goal Orientation ◽  
Positive Relationship ◽  
Negative Relationship ◽  
Mediating Effect ◽  
Personal Standards ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism ◽  
The Relationship

The purpose of this study was to examine the mediating effect of goal orientation in the relationship between employee’s perfectionism and active-passive procrastination. Data were collected from 227 Korean employees who were working in various organization. First, the results indicated that there were significantly positive relationship between personal-standards perfectionism and learning goal orientation, and significantly negative relationship between personal-standards perfectionism and avoiding goal orientation. On the other hand, there were negative relationship between evaluative concerns perfectionism and learning goal orientation, and positive relationship between evaluative concerns perfectionism and avoiding goal orientation. Second, the learning goal orientation positively related with active procrastination and negatively related with passive procrastination. On the other hand, the avoiding goal orientation positively related with passive procrastination and negatively related with active procrastination. Third, there were full mediating effects of avoiding goal orientation in the relationship between perfectionism and active-passive procrastination. Based on the results, we discussed the implications and limitations of the study, and the directions for the future research.

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