scholarly journals Why and When Supervisor Developmental Feedback Impact Innovative Behavior: Perspective of Self-Regulation Theory

2021 ◽  
Vol 13 (16) ◽  
pp. 9190
Author(s):  
Zhongqiu Li ◽  
Caiquan Duan ◽  
Zhuo Lyu ◽  
Xin Xu
Keyword(s):  
Goal Setting ◽  
Positive Relationship ◽  
Self Regulation ◽  
Mediating Effect ◽  
The Self ◽  
Survey Method ◽  
Innovative Behavior ◽  
Chinese Enterprises ◽  
Positive Effects ◽  
Developmental Feedback

In this study, we examined how supervisor developmental feedback influences employees’ innovative behavior. A multi-time survey method was used in this study to collect data from 310 employees in Chinese enterprises. The research results show that supervisor developmental feedback has positive effects on employee innovative behavior via the mediating effect of self-goal-setting. We further found that uncertainty avoidance strengthens the positive relationship between supervisor developmental feedback and the self-goal-setting of employees. Our study offers a new account based on self-regulation perspective for understanding feedback.

scholarly journals Examining self-regulation skills of elementary school students

2018 ◽  
Vol 13 (4) ◽  
pp. 613-624
Author(s):  
Oktay Kızkapan ◽  
Oktay Bektaş ◽  
Aslı Saylan
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Students ◽  
Self Regulation ◽  
The Self ◽  
City Centre ◽  
Survey Method ◽  
School Students ◽  
Significance Level ◽  
Significant Difference

The purpose of this study is to determine elementary school students’ level of self-regulation skills—goal setting and to develop strategies to achieve these goals. Survey method is used in the study with the participants of 368 students. The study was conducted at two elementary schools in Incesu and Kocasinan provinces of Kayseri and students filled a five-item Likert type scale. Data were analysed using statistical analysis program and 0.05 significance level was accepted. The result shows that the average grade of girls was higher than the boys, the average of 5th grades was higher than 6th grades and the average of the school in the city centre was higher than the school in the rural area. Also, there was a significant difference between the self-regulation scores of the grade levels in the favour of 5th grades. Lastly, the self-regulation score of the students living in city centre was higher than that of students living in village.   Keywords: Self-regulation, elementary education, survey research, elementary students

The Bases of Goal Setting in the Self-regulation of Hypertension

2006 ◽  
Vol 11 (1) ◽  
pp. 141-162 ◽  
Author(s):  
Stephanie D. Taylor ◽  
Richard P. Bagozzi ◽  
Caroline A. Gaither ◽  
Kenneth A. Jamerson
Keyword(s):  
Goal Setting ◽  
Self Regulation ◽  
The Self

scholarly journals Strategic elements of residency training in China: transactional leadership, self-efficacy, and employee-orientation culture

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Guangwei Deng ◽  
Di Zhao ◽  
Jonathan Lio ◽  
Xinyu Chen ◽  
Xiaopeng Ma ◽  
...  
Keyword(s):  
Transactional Leadership ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Public Hospitals ◽  
Mediating Effect ◽  
The Self ◽  
Clinical Teachers ◽  
Training Performance ◽  
Employee Orientation ◽  
The Relationship

Abstract Background The standardized training of resident physicians in China is significant and robust. During the training, clinical teachers act as leaders. The training taking place in public hospitals requires a transactional leadership style (TLS), but existing research studies seldom analyze how to promote residents’ performance from this perspective. Methods Two hundred and ninety six new residents undertaking standardized training were recruited from five tertiary hospitals in two provinces of China. Hierarchical moderated and mediated regression analyses were used to test the hypotheses. The hypotheses include that TLS is positively related to the training performance; mediating effect of self-efficacy and moderating effect of employee-orientation organizational culture (EOC) are significant. Results (1) Two kinds of teachers’ TLS, punishment and reward, have significant positive influence on residents’ performance. (2) Self-efficacy of residents partly mediates the positive relationship. (3) EOC moderates the relationship between the punitive behavior of clinical teachers with TLS and the self-efficacy of the residents. Conclusions Empirical evidence has shown the positive relationship between teachers’ TLS and residents’ performance outcomes in China. Teachers can enhance training performance by promoting self-efficacy of residents. This study also advances our understanding of EOC by examining the demonstrated moderating effects of cultural background in the relationship between teachers’ TLS and the self-efficacy of residents.

scholarly journals Promoting Innovative Behavior in Employees: The Mechanism of Leader Psychological Capital

2021 ◽  
Vol 11 ◽  
Author(s):  
Yanfei Wang ◽  
Yi Chen ◽  
Yu Zhu
Keyword(s):  
Psychological Capital ◽  
Psychological Safety ◽  
Mediating Effect ◽  
External Boundary ◽  
Conservation Of Resources ◽  
Innovative Behavior ◽  
Positive Effects ◽  
Psychology Theory ◽  
Questionnaire Surveys ◽  
The Relationship

The study reported in this paper analyzed the influence of leader psychological capital (PsyCap) on employees’ innovative behavior and the roles of psychological safety and growth need strength (GNS) in this process within the context of positive psychology theory and conservation of resources theory. Three stages of questionnaire surveys were administered to 81 enterprise leaders and their 342 direct subordinates in South China to test our theoretical model. The results showed that leader PsyCap had significant and positive effects on employee innovative behavior, psychological safety had a partially mediating effect, and GNS positively moderated the relationship between psychological safety and innovative behavior. The results revealed the mechanism of PsyCap and external boundary conditions of the influence of leader PsyCap on employee innovative behavior. The study expands the research results of leader PsyCap theory and also provides guidance on how enterprises manage employees’ innovative behavior.

The biographic reflection in the structure of personal resources of the self-regulation in students of the higher school

2020 ◽  
Author(s):  
M. V Klementyeva ◽  
Keyword(s):  
Professional Competence ◽  
Tertiary Education ◽  
Self Regulation ◽  
The Self ◽  
Professional Life ◽  
Academic Disciplines ◽  
Personal Resource ◽  
Positive Effects ◽  
Good Resource

This article aims to clarify the biographical reflection as a personal resource of the self-regulation in students. The self-regulation at the beginning of professional life is associated with a substantially increased of hardiness and professional competence, but the basis of this reflective mechanism remains unknown. In the mainstream of cultural-historical psychology, the biographical reflection is considered as a type of reflection for making self-analysis of life of the personality and as a personal resource for making control the quality of life in time. To test the hypothesis that biographical reflection increases the positive effects of arbitrary self-regulation, educational and professional achievements in students. This sample of convenience consisted of 500 students (humanitarian and economic, and technical directions of education) at each of the ages of 17–37 years. The study focused on three aspects, which were measured: biographical reflection, and self-regulation, and professional competence. We argue that the resource function of biographical reflection is most in demand in situations of choice of direction of education and academic disciplines, and scientific projects, and internship. Furthermore, the level of biographical reflection in students is higher when a start and end of learning in the higher school. The higher level biographical reflection increased the score on the self-regulation and professional competence in students at the beginning and end of the tertiary education. Therefore, biographical reflective analysis is a good resource of the life management in choice of a professional life.

Meeting Challenges in a Classroom Context

Beyond Coping ◽  
2002 ◽  
pp. 129-148
Author(s):  
Monique Boekaerts
Keyword(s):  
Positive Psychology ◽  
Goal Setting ◽  
Educational Psychology ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Classroom Context ◽  
Volitional Control ◽  
Control Effort ◽  
Goal Striving

Chapter 7 focuses on the concept of positive educational psychology in the classroom context. It discusses learning according to the principles of positive psychology, goal setting and goal striving as part of the self-regulation process, the effects of a lack of self-regulation, self-regulation versus self-control, effort-management and volitional control.

Does Mentoring Work? the Mediating Effect of Mentoring in China

2011 ◽  
Vol 39 (6) ◽  
pp. 807-824 ◽  
Author(s):  
Rueywei Gong ◽  
Shih-Ying Chen ◽  
Shin-Lung Lee
Keyword(s):  
Career Development ◽  
Positive Impact ◽  
Mediating Effect ◽  
Career Outcomes ◽  
Chinese Enterprises ◽  
Personal Learning ◽  
Positive Effects ◽  
The Impact ◽  
The Relationship

Researchers have found that mentoring can impact protégés' career outcomes positively or negatively. In this study we explored the mediating effect of mentoring on the relationship between personal learning and career development in Chinese enterprises. Data from 316 employees of Chinese enterprises were collected and analyzed to measure the impact of their personal learning on career development. It was found that personal learning and mentoring had a significantly positive impact on career development. Mentoring mediated the relationship between personal learning and career development. We, therefore, suggest that, when promoting career development benefits, enterprises should enhance the positive effects of personal learning and career development through mentoring mechanisms.

scholarly journals Affective Neurofeedback Under Naturalistic Conditions: A Mini-Review of Current Achievements and Open Challenges

2021 ◽  
Vol 2 ◽  
Author(s):  
Lucas R. Trambaiolli ◽  
Abhishek Tiwari ◽  
Tiago H. Falk
Keyword(s):  
State Of The Art ◽  
Self Regulation ◽  
Additional Treatment ◽  
The Self ◽  
Neurofeedback Training ◽  
Critical Aspect ◽  
Positive Effects ◽  
In The Wild ◽  
Controlled Environments ◽  
Regulation Strategies

Affective neurofeedback training allows for the self-regulation of the putative circuits of emotion regulation. This approach has recently been studied as a possible additional treatment for psychiatric disorders, presenting positive effects in symptoms and behaviors. After neurofeedback training, a critical aspect is the transference of the learned self-regulation strategies to outside the laboratory and how to continue reinforcing these strategies in non-controlled environments. In this mini-review, we discuss the current achievements of affective neurofeedback under naturalistic setups. For this, we first provide a brief overview of the state-of-the-art for affective neurofeedback protocols. We then discuss virtual reality as a transitional step toward the final goal of “in-the-wild” protocols and current advances using mobile neurotechnology. Finally, we provide a discussion of open challenges for affective neurofeedback protocols in-the-wild, including topics such as convenience and reliability, environmental effects in attention and workload, among others.

Goal Pursuit

2012 ◽  
pp. 207-231 ◽  
Author(s):  
Peter M. Gollwitzer ◽  
Gabriele Oettingen
Keyword(s):  
Goal Setting ◽  
Goal Attainment ◽  
Implementation Intentions ◽  
Self Regulation ◽  
Empirical Work ◽  
The Self ◽  
Learning Goals ◽  
Theories Of Intelligence ◽  
Mental Contrasting ◽  
Goal Implementation

We start out with describing how the goal concept emerged in the history of the psychology of motivation to better understand the important role it plays in current research on motivation. We then suggest a differentiation between studies targeting the setting of goals versus the implementation of goals to get a grip on the host of empirical work the goal concept has triggered. With respect to goal setting, we first discuss studies that explore determinants affecting the content and structure of set goals (e.g., entity vs. incremental theories of intelligence influence the setting of performance vs. learning goals). We then turn to studies on the self-regulation of goal setting and discuss in detail how a self-regulation strategy called mental contrasting of future and reality facilitates strong commitment to feasible goals but dissolves commitment to unfeasible ones. With respect to goal implementation we first refer to studies on the determinants of effective goal striving (e.g., the framing of the set goal in terms of approach vs. avoidance) and then turn to analyzing the effective self-regulation of goal implementation. Here we focus on the strategy of forming implementation intentions (i.e., if-then plans) and explicate in detail how such planning helps in overcoming classic hurdles to goal attainment (e.g., distractions). We will end the chapter by reporting the results of recent intervention studies that successfully enhanced goal attainment in the health, academic, and interpersonal domains by combining the self-regulation strategy of mental contrasting with that of forming implementation intentions.

scholarly journals Inducing Effects of Illegal Drugs to Improve Mental Health by the Self-Regulation Therapy: A Pilot Study

2021 ◽  
Author(s):  
Salvador Amigó
Keyword(s):  
Psychological Intervention ◽  
Self Regulation ◽  
The Self ◽  
Illegal Drugs ◽  
Post Intervention ◽  
Coping With Stress ◽  
Coping Capacity ◽  
Positive Effects ◽  
Intervention Measures ◽  
First Time

Background: This study consists of a brief psychological intervention, which uses the Self-Regulation Therapy (SRT, procedure based on suggestion and classical conditioning), to improve coping with stress and emotionality by reproducing the positive effects of illegal drugs: cannabis, cocaine, ecstasy. Method: 15 volunteers (8 males, 7 females), with a mean age of 24.67 (SD = 4.43), underwent intervention to improve their coping with stress and emotionality using SRT. They carried out pre- and post-intervention scores for 10 days and during a 4-week fol-low-up. The employed instruments were: COPE (Coping Skills Inventory) and PNAS (Positive and Negative Affect Schedule). Results: SRT was superior to non-intervention for the 4 coping strategies (2= .829, .453, .411 and .606) and for positive (2= .371) and negative emotionality (2= .419). An improvement in scores was evidenced in the follow-up scores compared to the pre-intervention measures. Conclusions: This study shows for the first time that it is possible to use illegal drugs, considered harmful to public health, to improve young people’s coping capacity and emotionality by reproducing their positive effects with SRT.

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