Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study
成果类型：
Article; Proceedings Paper
署名作者：
Colquitt, JA; Simmering, MJ
署名单位：
Michigan State University; Michigan State University's Broad College of Business
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037/0021-9010.83.4.654
发表日期：
1998
页码：
654-665
关键词：
摘要：
Conscientiousness and goal orientation were examined as (a) predictors of motivation to learn and (b) moderators of reactions to performance levels during the learning process, using an Expectancy X Valence framework. Learners (N = 103) participated in a 6-week course in which an objective performance goal was assigned. Results indicated that conscientiousness and learning orientation were positively related to motivation to learn both initially and after performance feedback was given, whereas performance orientation was negatively related to motivation to learn at those 2 time periods. In addition, learning and performance orientation moderated the relationships between performance levels during the learning process and subsequent expectancy and valence.
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