Journal article
Does Positive Perception of Oneself Boost Learning Motivation and Performance?
International journal of selection and assessment, Vol.20(3), pp.257-271
09/2012
DOI: 10.1111/j.1468-2389.2012.00598.x
Abstract
We examine whether core self-evaluations (CSEs) affect learning motivation and performance beyond individual-level established predictors of general mental ability and conscientiousness. Based on self-regulation theories, we develop and test a process model, whereby learning motivation mediates the effects of CSE on performance. We also compare the explanatory value of single and multidimensional models of learning motivation. Using a longitudinal design and data from 631 students, we provide support for the proposed model, indicating the usefulness of CSE as another important, indirect predictor of performance in a learning setting via multiple dimensions of learning motivation: self-efficacy, goal setting, and goal commitment. The results also indicate the superiority of the multidimensional model of learning motivation over the unidimensional model of learning motivation as a mediator. We conclude with the discussion of theoretical and practical implications of this finding for management education.
Details
- Title: Subtitle
- Does Positive Perception of Oneself Boost Learning Motivation and Performance?
- Creators
- Kwanghyun Kim - Korea UniversityIn-Sue Oh - Temple UniversityDan S. Chiaburu - Texas A&M UniversityKenneth G. Brown - Univ Iowa, Tippie Coll Business, Iowa City, IA 52242 USA
- Resource Type
- Journal article
- Publication Details
- International journal of selection and assessment, Vol.20(3), pp.257-271
- Publisher
- Wiley
- DOI
- 10.1111/j.1468-2389.2012.00598.x
- ISSN
- 0965-075X
- eISSN
- 1468-2389
- Number of pages
- 15
- Language
- English
- Date published
- 09/2012
- Academic Unit
- Management and Entrepreneurship ; Educational Policy and Leadership Studies; Center for Social Science Innovation
- Record Identifier
- 9984371286402771
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