Individual and Contextual Inhibitors of Sexual Harassment Training Motivation

Autor/inn/en	Walsh, Benjamin M.; Bauerle, Timothy J.; Magley, Vicki J.
Titel	Individual and Contextual Inhibitors of Sexual Harassment Training Motivation
Quelle	In: Human Resource Development Quarterly, 24 (2013) 2, S.215-237 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1044-8004
DOI	10.1002/hrdq.21158
Schlagwörter	Sexual Harassment; Learning Motivation; Program Effectiveness; Training; Inhibition; Influences; Attitude Measures; Negative Attitudes; Misconceptions; Social Attitudes; Organizational Culture; Gender Differences; Hypothesis Testing; Online Surveys; Employees; Work Environment; Regression (Statistics) + Suchen Sie Ihr Suchwort? Sexuelle Belästigung; Motivation for studies; Lernmotivation; Ausbildung; Hemmung; Influence; Einfluss; Einflussfaktor; Negative Fixierung; Missverständnis; Social attidude; Soziale Einstellung; Unternehmenskultur; Geschlechterkonflikt; Hypothesenprüfung; Hypothesentest; Employee; Arbeitnehmer; Beschäftigter; Arbeitsmilieu; Regression; Regressionsanalyse
Abstract	Studies have evaluated the outcomes of sexual harassment training, but considerably less research has focused on variables that influence sexual harassment training effectiveness. To address this need, we developed and tested a model of individual and contextual inhibitors of sexual harassment training motivation to learn. Survey data collected from male and female participants across three time points were used to test the mediating role of pessimism about sexual harassment change in the relationship between sexual harassment myth endorsement and motivation to learn, as well as the moderating role of organizational tolerance for sexual harassment on the relation between sexual harassment myth endorsement and pessimism. Results were consistent with the hypotheses, and exploratory analyses also revealed unhypothesized sex differences. The strengths and limitations of the study, implications for practitioners, and directions for future research are discussed. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10