A Comparison of General and Work-Specific Measures of Core Self-Evaluations

Autor/inn/en	Bowling, Nathan A.; Wang, Qiang; Tang, Han Ying; Kennedy, Kellie D.
Titel	A Comparison of General and Work-Specific Measures of Core Self-Evaluations
Quelle	In: Journal of Vocational Behavior, 76 (2010) 3, S.559-566 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0001-8791
DOI	10.1016/j.jvb.2010.01.008
Schlagwörter	Personality Assessment; Job Satisfaction; Job Performance; Criteria; Comparative Analysis; Self Evaluation (Individuals); Researchers + Suchen Sie Ihr Suchwort? Persönlichkeitsanalyse; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work performance; Arbeitsleistung; Researcher; Forscher
Abstract	During the past decade, considerable research attention has been given to core self-evaluations (CSEs). Although this research has found that CSE is related to several important work-related outcomes (e.g., job satisfaction, job performance), we believe that researchers' reliance on general rather than work-specific CSE has resulted in underestimates of the importance of CSE. Based on the literature on frame-of-reference effects in personality assessment, we predict that work-related CSE will yield stronger relationships with work-related criteria than general CSE will and that work-specific CSE will be related to work-specific criteria after general CSE has been controlled. Using two independent samples, we found that when compared with general CSE, work-specific CSE generally failed to yield significantly stronger zero-order relationships with work-related criteria. However, we found several instances in which work-specific CSE predicted incremental variance in work-related criteria after the effects of general CSE were controlled. (Contains 3 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10