Abstract
The effects of the self-regulatory focus and cognitive learning strategies on adaptive performance were examined in an experimental study that also included tests of the moderating effect of coaching behaviour on these relationships. Participants (n = 224) were coached to perform data searching and analysis work in the use of a software program, Excel 2010, but, ultimately, were asked to complete an animation-making job in another software program, PowerPoint 2010, as the measure of the individual adaptive performance. The results showed that individuals who are high in either positive self-regulatory focus or cognitive learning strategies have better adaptive performance than those who are low, but prevention self-regulatory focus has no effect on the adaptive performance. Coaching behaviour moderated the effect of cognitive learning strategies on adaptive performance, but not the effects of self-regulatory focus. Implications for theory and managerial practice are discussed.
| Original language | English |
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| Publication status | Published - 7 Dec 2011 |
| Event | 25th Australia and New Zealand Academy of Management (ANZAM) Conference - Wellington, New Zealand Duration: 7 Dec 2011 → 9 Dec 2011 |
Conference
| Conference | 25th Australia and New Zealand Academy of Management (ANZAM) Conference |
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| Place | New Zealand |
| City | Wellington |
| Period | 7/12/11 → 9/12/11 |