The Careless or the Conscientious: Who Profits Most from Goal Progress?

Autor/inn/en	Hulsheger, Ute R.; Maier, Gunter W.
Titel	The Careless or the Conscientious: Who Profits Most from Goal Progress?
Quelle	In: Journal of Vocational Behavior, 77 (2010) 2, S.246-254 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0001-8791
DOI	10.1016/j.jvb.2010.04.001
Schlagwörter	Teacher Attitudes; Teacher Characteristics; Personality Traits; Job Satisfaction; Career Development; Goal Orientation; Employee Attitudes; Work Environment; Motivation; Correlation; Objectives; Employer Employee Relationship; Work Attitudes; Behavior Theories; Predictor Variables; Longitudinal Studies; Hypothesis Testing + Suchen Sie Ihr Suchwort? Lehrerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsentwicklung; Zielorientierung; Zielvorstellung; Arbeitnehmerinteresse; Arbeitsmilieu; psychologische; Motivation (psychologisch); Korrelation; Goal definition; Zielsetzung; Work attitude; Arbeitshaltung; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hypothesenprüfung; Hypothesentest
Abstract	Although research indicates that making progress on personal work goals predicts positive job attitudes, little is known about the role of conscientiousness in moderating this relationship. Congruence theories suggest that job attitudes will be more dependent on goal progress when employees are high in conscientiousness, whereas compensation theories suggest the opposite. We test these competing hypotheses in a three-wave, 4-month longitudinal panel study of 121 trainee teachers, who are at their early stages of career development. Conscientiousness moderated the relationships between progress on personal work goals and job attitudes according to the compensatory pattern, such that employees displayed stronger increases in job satisfaction and affective organizational commitment in response to goal progress when they were low rather than high in conscientiousness. Our results help to resolve conflicting findings about the relationship between goal progress and job attitudes and adjudicate competing hypotheses about the role of conscientiousness in moderating this relationship. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10