Motivating Proteges' Personal Learning in Teams: A Multilevel Investigation of Autonomy Support and Autonomy Orientation

• 成果类型: Article
• 署名作者: Liu, Dong; Fu, Ping-ping
• 署名单位: University System of Georgia; Georgia Institute of Technology; Chinese University of Hong Kong
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/a0024716
• 发表日期: 2011
• 页码: 1195-1208
• 关键词: mentoring; personal learning; protege outcomes; teams

摘要

This study examined the roles of 3 multilevel motivational predictors in proteges' personal learning in teams: an autonomy-supportive team climate, mentors' autonomy support, and proteges' autonomy orientation. The authors followed 305 proteges in 58 teams for 12 weeks and found that all 3 predictors were positively related to the proteges' personal learning in teams and that an autonomy-supportive team climate augmented the effects of mentors' autonomy support and proteges' autonomy orientation on proteges' personal learning in teams. Proteges' personal learning in teams mediated the interactive effects of an autonomy-supportive team climate with mentors' autonomy support or proteges' autonomy orientation on proteges' behavioral and attitudinal outcomes, including their organizational citizenship behaviors and job involvement. The findings of this study provide business researchers and practitioners with valuable insights into the management of autonomy.