| The Development of Training Based Self-Efficacy in a Multidimensional Feedback Environment |
| | Parsons, Charles K. | Georgia Institute of Technology | charles.parsons@mgt.gatech.edu | (404)-894-4921 |
| | Fedor, Donald B. | Georgia Institute of Technology | donald.fedor@mgt.gatech.edu | 404-894-4925 |
| | Herold, David | Georgia Institute of Technology | david.herold@mgt.gatech.edu | (404) 894-4920 |
| | Past research has shown that self-efficacy can be affected by performance feedback. Because high self-efficacy is
considered desirable during training and feedback is a key facet of training programs, it is important to learn more about
these effects. Previous feedback/self-efficacy research has typically considered feedback from a single source rather
than multiple sources. However, in many organizational settings, the performance feedback environment is
multidimensional. In addition, the role of feedback may change as a function of trainee experience. In the current field
study, we examined the impact of trainee experience and multiple dimensions of performance feedback on self-efficacy,
We chose a military training setting where trainees were learning a novel, complex task; piloting helicopters. In a
sample of 98 trainees, we assessed training performance, self-efficacy, and perceptions of performance feedback at
two points in time, early and late training during the 60 day training program. Our results show that performance
feedback did affect self-efficacy during both early and late training, even after controlling for training performance. Negative
peer feedback had a strong effect in early training while no other feedback variable was statistically significant.
Self/task and hierarchical feedback had moderate effects in late training. The harmful effect of negative feedback is
discussed as well as possible organizational interventions. The role of trainee experience in the generation of self/task
feedback and the interpretation of external feedback are also discussed. |
| | Keywords: Feedback; Self-Efficacy; Training |
| The Moderating Effects of Modesty and Self-Efficacy on the Relationship Between Individualism-Collectivism and Self-Rating: Extension of the Cultural Relativity Hypothesis |
| | Xie, Jia Lin | U. of Toronto | xie@scar.utoronto.ca | (416)-287-7342 |
| | Roy, Jean-Paul | U. of Toronto | jproy@chass.utoronto.ca | (416)-691-0994 |
| | Farh, Dobbins, and Cheng's (1991) "cultural relativity hypothesis" asserts that the relative emphasis placed on individualism versus collectivism will influence the extent to which a self-rater overrates or underrates his or her performance or ability. They suggested that individualists tend to overrate their ability whereas collectivists tend to underrate their ability. Failure to replicate the findings of Farh et. al. (1991), however, has cast doubt on the cultural relativity hypothesis (e.g., Yu & Murphy, 1993). This study examined the relationship between culture, individual characteristics, and self-rating. It had two objectives. The first was to test the cultural relativity hypothesis. The second was to extend the hypothesis by probing the interactive effects of culture and individual differences on self-rating. Using a sample of 194 university students originated from 20 countries, this study assessed self-rating and the actual cognitive ability of each respondent. It measured the respondent's cultural orientation with self-reports and Hofstede's (1991) Individualism Index. The results provide consistent support for the cultural relativity hypothesis. Participants from individualist cultures had significantly higher self-ratings than those from collectivist cultures, although no differences were found in their actual cognitive abilities. Modesty and self-efficacy significantly moderated the relationship between cultural orientation and self-rating. The lowest self-rating occurred under high collectivism and high modesty. The highest self-rating occurred under high individualism and high self-efficacy. Results of the study are discussed in terms of their implications for future research and for international human resource management.
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| | Keywords: Self-rating ; Individualism/collectivism; Modesty bias |
| Determinants of Academic Research Productivity |
| | Williamson, Ian O. | U. of North Carolina, Chapel Hill | williami@icarus.bschool.unc.edu | (919) - 962-0783 |
| | Cable, Daniel M. | U. of North Carolina, Chapel Hill | dan_cable@unc.edu | (919)-962-6145 |
| | Although a substantive amount of research has examined the predictors of academic research productivity, the findings of these studies are largely based on dated data and are mainly applicable to the research productivity of natural scientists. This study examines the effects of several previously established predictors on the research productivity of 242 business management professors from 1987-1995. We also extend past research by examining the effect of a faculty's dissertation chairperson on research productivity and by operationalizing productivity both in terms of publications and conference presentations. Results suggest that faculty pre-doctoral publications, pre-doctoral conference presentations, dissertation chairperson research productivity, and the publication productivity of a faculty's co-workers are significant determinants of faculty publication productivity. |
| | Keywords: Research Productivity; Mentorship; Managment Faculty |
| Role of Conceptions of Ability in Self-Regulation and Performance on a Complex Task |
| | Tabernero, Carmen M. | U. of Salamanca | tabernero@gugu.usal.es | (34) 923 219685 |
| | Wood, Robert E. | U. of New South Wales | rwood@agsm.unsw.edu.au | 61-2-9931-9238 |
| | The present paper examined the relative impacts of implicit theories and the
social construal of ability as either a fixed entity or incremental skill on
self-efficacy, affective reactions, self-set goals and performance on a
complex group management task. It was also a novel task for participants.
Participants who has an implicit theory that group management ability is an
incremental skill that can be acquired with experience developed stronger
self-efficacy, maintained more positive affect and set themselves more
challenging goals across multiple trials. They also outperformed
participants with a fixed entity theory of group management ability.
Some of the motivational benefits of an incremental skill conception
were lost when the social construal of managerial ability emphasized
a fixed entity conception. However, the negative motivational effects
of a fixed entity theory of ability were not ameliorated by the social
construal of managerial ability as an incremental skill.
The effects of conceptions of ability were fully mediated by the
self-regulatory responses of participants
|
| | Keywords: Concepcion of ability; Self-regulation; Complex decision making |
| The Sacred Spark of Academic Research |
| | Rodgers, Robert | U. of Kentucky | pub708@ukcc.uky.edu | (606)-427-4026 |
| | Rodgers, Nanette | U. of Kentucky | pub708@ukcc.uky.edu | 606-257-4026 |
| | Some faculty members are publishing celebrities. Others publish nothing.Why? This study evaluates the causal influences on publishing of the intrinsic joy that faculty members derive from doing research (or their "Sacred Spark") and other factors such as ability of the individual, quality of the graduate program, research support and sex of the researcher. A theoretically derived causal model is used to evaluate the causal pathways to publication success. The model is evaluated using eight years of publication activity by a panel of 80 assistant professors who accepted appointments in public policy and administration programs in 1990. Results of the causal model replicate the findings of previous studies. As predicted, faculty with a "Sacred Spark" are more likely to be publishing celebrities. |
| | Keywords: publishing; academic productivity; ability |
| The Role of Self-Efficacy as a Moderating Variable in the Job Strain Model |
| | Jimmieson, Nerina Lea | Queensland U. of Technology | n.jimmieson@qut.edu.au | 61 7 3864 5251 |
| | Hopley, Nyree Kathleen | Queensland U. of Technology | n.jimmieson@qut.edu.au | 61 7 3864 5251 |
| | Extensive research conducted in the occupational stress literature has failed to provide convincing support for the stress-buffering effects of work control on employee adjustment. Drawing on research conducted in the laboratory context, it was proposed that the stress-buffering effects of work control on employee adjustment would be more marked at high, rather than low, levels of self-efficacy. In a sample of 100 customer service representatives, a significant three-way interaction among role conflict, work control, and self-efficacy (measured at Time 1) was observed on low depersonalization (measured at Time 2). Consistent with expectations, work control reduced the negative effects of work stress on this outcome measure only for employees who perceived high levels of self-efficacy at work. In addition, there was evidence to suggest that self-efficacy moderated the main effects of work control on job satisfaction. There also was evidence indicating that self-efficacy acted as a stress-buffer in the relationship between role conflict and job satisfaction. These findings are discussed in terms of their theoretical contribution to the job strain model, and also in relation to workplace interventions designed to improve levels of employee adjustment. |
| | Keywords: stress; control; self-efficacy |