ISSN 0253-2778

CN 34-1054/N

open
Free to Publish. Free to Read.
Open AccessOpen Access JUSTC Management Science and Engineering

Vocational interests and informal learning in the workplace: The mediating role of goal orientation

  • School of Management, University of Science and Technology of China, Hefei 230026, China

Cite this:
https://doi.org/10.52396/JUST-2020-0030
  • Received Date: 22 December 2020
  • Rev Recd Date: 09 May 2021
  • Publish Date: 30 April 2021
    Abstract

  • Abstract

    We used the social cognitive career theory to investigate how vocational interests affect informal learning behavior in the workplace by building a model with three different dimensions of vocational interests as independent variables and different goal orientation dimensions as mediating variables. Using a sample of 211 Chinese employees from different industries, results showed that investigative and enterprising vocational interests had positive effects, whereas realistic interests had a negative effect, on informal learning. Results also indicated that learning and performance-prove goal orientations positively affected informal learning, whereas performance-avoid goal orientations negatively affected informal learning. Further, each dimension of the goal orientation played a mediating role in the influence of vocational interests on informal learning. Findings of this study enhanced our understanding of the mechanism surrounding of how vocational interests influence informal learning and provided important new evidence for the theoretical and practical development of the relationships among interests, goals, and behaviors in the social cognitive career theory.

    Abstract

    We used the social cognitive career theory to investigate how vocational interests affect informal learning behavior in the workplace by building a model with three different dimensions of vocational interests as independent variables and different goal orientation dimensions as mediating variables. Using a sample of 211 Chinese employees from different industries, results showed that investigative and enterprising vocational interests had positive effects, whereas realistic interests had a negative effect, on informal learning. Results also indicated that learning and performance-prove goal orientations positively affected informal learning, whereas performance-avoid goal orientations negatively affected informal learning. Further, each dimension of the goal orientation played a mediating role in the influence of vocational interests on informal learning. Findings of this study enhanced our understanding of the mechanism surrounding of how vocational interests influence informal learning and provided important new evidence for the theoretical and practical development of the relationships among interests, goals, and behaviors in the social cognitive career theory.
    • FullText(HTML)
  • loading
    • References(43)
  • [1]
    Yu W P, Chen W Z, Ren P Y. An empirical study on the core competitiveness factors of Chinese enterprises. Social Science Front, 2003(5): 82-89.
    [2]
    Cal L, Yin M M. Research on the Influence of learning ability and resource integration on enterprise performance of new ventures. Management World, 2009(1): 129-132.
    [3]
    Chen G Q, Li Z B. Type of "learning subject" in learning organization and case study.Journal of Management Science, 2002, 5(4): 51-60.
    [4]
    Bear D J, Tompson H B, Morrison C L, et al. Tapping the potential of informal learning: An ASTD research study. Alexandria, VA: American Society for Training and Development, 2008.
    [5]
    Aguinis H, Kraiger K. Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 2009, 60: 451-474
    [6]
    Bednall T C, Sanders K, Runhaar P. Stimulating informal learning activities through perceptions of performance appraisal quality and human resource management system strength: A two-wave study. Academy of Management Learning & Education, 2014, 13(1): 45-61.
    [7]
    Noe R A, Tews M J, Marand A D. Individual differences and informal learning in the workplace. Journal of Vocational Behavior, 2013, 83(3): 327-335.
    [8]
    Tannenbaum S I, Beard R L, McNall L A, et al. Informal learning and development in organizations. Learning, Training and Development in Organizations, 2010: 303-332.
    [9]
    Jeong S, Han S J, Lee J, et al. Integrative literature review on informal learning: Antecedents, conceptualizations, and future directions. Human Resource Development Review, 2018, 17(2): 128-152.
    [10]
    Colquitt J A, LePine J A, Noe R A. Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 2000, 85(5): 678-707.
    [11]
    Cerasoli C P, Alliger G M, Donsbach J S, et al. Antecedents and outcomes of informal learning behaviors: A meta-analysis. Journal of Business & Psychology, 2017, 33(2): 1-28.
    [12]
    Choi W, Jacobs R L. Influences of formal learning, personal learning orientation and supportive learning environment on informal learning. Human Resource Development Quarterly, 2011, 22(3): 239-257.
    [13]
    Dierdorff E C, Surface E A, Brown K G. Frame-of-reference training effectiveness: Effects of goal orientation and self-efficacy on affective, cognitive, skill-based, and transfer outcomes.Journal of Applied Psychology, 2010, 95(6): 1181-1191.
    [14]
    Chiaburu D S, Marinova S V. What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy and organizational supports. International Journal of Training and Development, 2005, 9(2): 110-123.
    [15]
    Van de Walle D, Cron W L, Slocum Jr J W. The role of goal orientation following performance feedback. Journal of Applied Psychology, 2001, 86(4): 629-640.
    [16]
    Nye C D, Su R, Rounds J, et al. Interest congruence and performance: Revisiting recent meta-analytic findings. Journal of Vocational Behavior, 2017, 98: 138-151.
    [17]
    Nye C D, Su R, Rounds J, et al. Vocational interests and performance: A quantitative summary of over 60 years of research. Perspectives on Psychological Science,2012, 7(4): 384-403.
    [18]
    Su R, Rounds J, Armstrong P I. Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 2009, 135(6): 859-884.
    [19]
    Van Iddekinge C H, Putka D J, Campbell J P. Reconsidering vocational interests for personnel selection: The validity of an interest-based selection test in relation to job knowledge, job performance, and continuance intentions. Journal of Applied Psychology, 2011, 96(1): 13-33.
    [20]
    Lent R W, Brown S D. Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior, 2019, 115: 103316.
    [21]
    Holland J L. Making Vocational Choices: A Theory of Vocational Personalities and Work Environments. 3ed. Odessa, FL: Psychological Assessment Resources, 1997.
    [22]
    Johnson V A, Beehr T A. Making use of professional development: Employee interests and motivational goal orientations. Journal of Vocational Behavior, 2014, 84(2): 99-108.
    [23]
    Lent R W, Brown S D, Hackett G. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 1994, 45(1): 79-122.
    [24]
    Elliot A J, Mcgregor H A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 1997, 72(1): 218-232.
    [25]
    Wöhrmann A M, Deller J, Wang M. Post retirement career planning: Testing a model based on social cognitive career theory. Journal of Career Development, 2014, 41(5): 363-381.
    [26]
    Flores L Y, Robitschek C, Celebi E, et al. Social cognitive influences on Mexican Americans' career choices across Holland's themes. Journal of Vocational Behavior, 2010, 76(2): 198-210.
    [27]
    DeShon R P, Gillespie J Z. A motivated action theory account of goal orientation. Journal of Applied Psychology, 2005, 90(6): 1096-1127.
    [28]
    Luzadis R A, Gerhardt M W. An exploration of the relationship between ethical orientation and goal orientation. Journal of Academic and Business Ethics, 2012, 5: 1-14.
    [29]
    Briscoe J P, Hall D T, DeMuth R L F. Protean and boundaryless careers: An empirical exploration. Journal of Vocational Behavior, 2006, 69(1): 30-47.
    [30]
    Mills L A. Possible Science Selves: Informal learning and the career interest development process. 11th International Conference on Cognition and Exploratory Learning in Digital Age. Porto, Portugal: IEEE, 2014: 275-279.
    [31]
    Sullivan B A, Hansen J I C. Mapping associations between interests and personality: toward a conceptual understanding of individual differences in vocational behavior. Journal of Counseling Psychology, 2004, 51(3): 287-298.
    [32]
    Su R. The three faces of interests: An integrative review of interest research in vocational, organizational and educational psychology. Journal of Vocational Behavior, 2020, 116: 103240.
    [33]
    Lounsbury J W, Levy J J, Park S H, et al. An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 2009, 19(4): 411-418.
    [34]
    Button S B, Mathieu J E, Zajac D M. Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 1996, 67(1): 26-48.
    [35]
    Ames C, Archer J. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 1988, 80(3): 260-267.
    [36]
    Bandura A. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall, 1986: 23-28.
    [37]
    Tziner A, Fisher M, Senior T, et al. Effects of trainee characteristics on training effectiveness. International Journal of Selection and Assessment, 2007, 15(2): 167-174.
    [38]
    Skaalvik E M. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 1997, 89(1): 71-81.
    [39]
    Armstrong P I, Allison W, Rounds J. Development and initial validation of brief public domain RIASEC marker scales. Journal of Vocational Behavior, 2008, 73(2): 287-299.
    [40]
    Vandewalle D. Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 1997, 57(6): 995-1015.
    [41]
    Podsakoff P M, MacKenzie S B, Lee J Y, et al. Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of applied psychology, 2003, 88(5): 879-903.
    [42]
    Baron R M, Kenny D A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 1986, 51(6): 1173-1182.
    [43]
    Preacher K J, Hayes A F. SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 2004, 36(4): 717-731.
    • Supplements(0)
    • Related Articles
    • Track Citations
  • 加载中

Catalog

    |
    Get Citation
    PDF
    XML
    [1]
    Yu W P, Chen W Z, Ren P Y. An empirical study on the core competitiveness factors of Chinese enterprises. Social Science Front, 2003(5): 82-89.
    [2]
    Cal L, Yin M M. Research on the Influence of learning ability and resource integration on enterprise performance of new ventures. Management World, 2009(1): 129-132.
    [3]
    Chen G Q, Li Z B. Type of "learning subject" in learning organization and case study.Journal of Management Science, 2002, 5(4): 51-60.
    [4]
    Bear D J, Tompson H B, Morrison C L, et al. Tapping the potential of informal learning: An ASTD research study. Alexandria, VA: American Society for Training and Development, 2008.
    [5]
    Aguinis H, Kraiger K. Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 2009, 60: 451-474
    [6]
    Bednall T C, Sanders K, Runhaar P. Stimulating informal learning activities through perceptions of performance appraisal quality and human resource management system strength: A two-wave study. Academy of Management Learning & Education, 2014, 13(1): 45-61.
    [7]
    Noe R A, Tews M J, Marand A D. Individual differences and informal learning in the workplace. Journal of Vocational Behavior, 2013, 83(3): 327-335.
    [8]
    Tannenbaum S I, Beard R L, McNall L A, et al. Informal learning and development in organizations. Learning, Training and Development in Organizations, 2010: 303-332.
    [9]
    Jeong S, Han S J, Lee J, et al. Integrative literature review on informal learning: Antecedents, conceptualizations, and future directions. Human Resource Development Review, 2018, 17(2): 128-152.
    [10]
    Colquitt J A, LePine J A, Noe R A. Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 2000, 85(5): 678-707.
    [11]
    Cerasoli C P, Alliger G M, Donsbach J S, et al. Antecedents and outcomes of informal learning behaviors: A meta-analysis. Journal of Business & Psychology, 2017, 33(2): 1-28.
    [12]
    Choi W, Jacobs R L. Influences of formal learning, personal learning orientation and supportive learning environment on informal learning. Human Resource Development Quarterly, 2011, 22(3): 239-257.
    [13]
    Dierdorff E C, Surface E A, Brown K G. Frame-of-reference training effectiveness: Effects of goal orientation and self-efficacy on affective, cognitive, skill-based, and transfer outcomes.Journal of Applied Psychology, 2010, 95(6): 1181-1191.
    [14]
    Chiaburu D S, Marinova S V. What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy and organizational supports. International Journal of Training and Development, 2005, 9(2): 110-123.
    [15]
    Van de Walle D, Cron W L, Slocum Jr J W. The role of goal orientation following performance feedback. Journal of Applied Psychology, 2001, 86(4): 629-640.
    [16]
    Nye C D, Su R, Rounds J, et al. Interest congruence and performance: Revisiting recent meta-analytic findings. Journal of Vocational Behavior, 2017, 98: 138-151.
    [17]
    Nye C D, Su R, Rounds J, et al. Vocational interests and performance: A quantitative summary of over 60 years of research. Perspectives on Psychological Science,2012, 7(4): 384-403.
    [18]
    Su R, Rounds J, Armstrong P I. Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 2009, 135(6): 859-884.
    [19]
    Van Iddekinge C H, Putka D J, Campbell J P. Reconsidering vocational interests for personnel selection: The validity of an interest-based selection test in relation to job knowledge, job performance, and continuance intentions. Journal of Applied Psychology, 2011, 96(1): 13-33.
    [20]
    Lent R W, Brown S D. Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior, 2019, 115: 103316.
    [21]
    Holland J L. Making Vocational Choices: A Theory of Vocational Personalities and Work Environments. 3ed. Odessa, FL: Psychological Assessment Resources, 1997.
    [22]
    Johnson V A, Beehr T A. Making use of professional development: Employee interests and motivational goal orientations. Journal of Vocational Behavior, 2014, 84(2): 99-108.
    [23]
    Lent R W, Brown S D, Hackett G. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 1994, 45(1): 79-122.
    [24]
    Elliot A J, Mcgregor H A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 1997, 72(1): 218-232.
    [25]
    Wöhrmann A M, Deller J, Wang M. Post retirement career planning: Testing a model based on social cognitive career theory. Journal of Career Development, 2014, 41(5): 363-381.
    [26]
    Flores L Y, Robitschek C, Celebi E, et al. Social cognitive influences on Mexican Americans' career choices across Holland's themes. Journal of Vocational Behavior, 2010, 76(2): 198-210.
    [27]
    DeShon R P, Gillespie J Z. A motivated action theory account of goal orientation. Journal of Applied Psychology, 2005, 90(6): 1096-1127.
    [28]
    Luzadis R A, Gerhardt M W. An exploration of the relationship between ethical orientation and goal orientation. Journal of Academic and Business Ethics, 2012, 5: 1-14.
    [29]
    Briscoe J P, Hall D T, DeMuth R L F. Protean and boundaryless careers: An empirical exploration. Journal of Vocational Behavior, 2006, 69(1): 30-47.
    [30]
    Mills L A. Possible Science Selves: Informal learning and the career interest development process. 11th International Conference on Cognition and Exploratory Learning in Digital Age. Porto, Portugal: IEEE, 2014: 275-279.
    [31]
    Sullivan B A, Hansen J I C. Mapping associations between interests and personality: toward a conceptual understanding of individual differences in vocational behavior. Journal of Counseling Psychology, 2004, 51(3): 287-298.
    [32]
    Su R. The three faces of interests: An integrative review of interest research in vocational, organizational and educational psychology. Journal of Vocational Behavior, 2020, 116: 103240.
    [33]
    Lounsbury J W, Levy J J, Park S H, et al. An investigation of the construct validity of the personality trait of self-directed learning. Learning and Individual Differences, 2009, 19(4): 411-418.
    [34]
    Button S B, Mathieu J E, Zajac D M. Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 1996, 67(1): 26-48.
    [35]
    Ames C, Archer J. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 1988, 80(3): 260-267.
    [36]
    Bandura A. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall, 1986: 23-28.
    [37]
    Tziner A, Fisher M, Senior T, et al. Effects of trainee characteristics on training effectiveness. International Journal of Selection and Assessment, 2007, 15(2): 167-174.
    [38]
    Skaalvik E M. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 1997, 89(1): 71-81.
    [39]
    Armstrong P I, Allison W, Rounds J. Development and initial validation of brief public domain RIASEC marker scales. Journal of Vocational Behavior, 2008, 73(2): 287-299.
    [40]
    Vandewalle D. Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 1997, 57(6): 995-1015.
    [41]
    Podsakoff P M, MacKenzie S B, Lee J Y, et al. Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of applied psychology, 2003, 88(5): 879-903.
    [42]
    Baron R M, Kenny D A. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 1986, 51(6): 1173-1182.
    [43]
    Preacher K J, Hayes A F. SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 2004, 36(4): 717-731.
    Recommended articles
    TrendMD
    Volume 51 Issue 4 page: 275-287
    Cover

    Article Metrics

    Article views (191) PDF downloads(447)
    Proportional views

    Copyright © Editorial Office of JUSTC, All Rights Reserved. 皖ICP备05002528号

    Supported by: Beijing Renhe Information Technology Co. Ltd    

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return