Innovativeness of Staff in Higher Education: "Do Implicit Theories and Goal Orientations Matter?"

Autor/inn/en	Aldahdouh, Tahani Z.; Nokelainen, Petri; Korhonen, Vesa
Titel	Innovativeness of Staff in Higher Education: "Do Implicit Theories and Goal Orientations Matter?"
Quelle	In: International Journal of Higher Education, 7 (2018) 2, S.43-57 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Educational Innovation; Higher Education; College Faculty; Goal Orientation; Theories; Questionnaires; Performance; Mastery Learning; Foreign Countries; Structural Equation Models; Hypothesis Testing; Ability; Personality Traits; Likert Scales; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Zielorientierung; Zielvorstellung; Theory; Theorie; Fragebogen; Achievement; Leistung; Ausland; Hypothesenprüfung; Hypothesentest; Fähigkeit; Fertigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Likert-Skala; Statistische Analyse; Finnland
Abstract	Innovativeness has been believed to be a significant psychological construct underlying individual differences in adopting novel ideas, experiences or approaches. Although few recent studies have contributed to identifying the factors that predict innovativeness, there is a lack of research showing the impacts of implicit theories and goal orientations on innovativeness. This study aimed to investigate this matter. A sample comprising 315 staff members working in three Finnish higher educational institutions completed self-reported questionnaires. The results showed that the mastery goal orientation fully mediated the effect of both the entity theory of ability and personality on innovativeness. However, both entity theories failed to predict the performance-avoidance goal orientation, while the performance-avoidance goal orientation showed to be a significant, negative predictor of innovativeness. This study presents a promising framework for examining innovativeness in the higher educational context where further research is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01