Premium
Does Positive Perception of Oneself Boost Learning Motivation and Performance?
Author(s) -
Kim Kwanghyun,
Oh InSue,
Chiaburu Dan S.,
Brown Kenneth G.
Publication year - 2012
Publication title -
international journal of selection and assessment
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.812
H-Index - 61
eISSN - 1468-2389
pISSN - 0965-075X
DOI - 10.1111/j.1468-2389.2012.00598.x
Subject(s) - psychology , conscientiousness , need for achievement , goal theory , perception , social psychology , affect (linguistics) , personality , cognitive psychology , big five personality traits , extraversion and introversion , communication , neuroscience
We examine whether core self‐evaluations ( CSE s) 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.