Prochaska and colleagues'(e.g., Prochaska, DiClemente, & Norcross, 1992) stages-of-change theory was employed in the current study to reconceptualize the assessment of motivation to learn. We used the stages-of-change framework to develop and test a multidimensional measure of learning motivation using 3 independent samples. The pattern of relationships among the learning stages and learning criteria provided strong support for the appropriateness of using a stage-based perspective to frame learning motivation. In addition, hierarchical regression analysis showed that the Stages of Learning Motivation Inventory (SOLMI) explained variance in the criteria (e.g., exam average, class satisfaction) beyond controls and a commonly used measure of learning motivation. Implications for practice and future research are discussed.
The purpose of this paper was to examine the interaction effects of managers' perceptions of the supporting vision clarity, appropriateness, and execution of a major organizational change on their job satisfaction, organizational commitment, turnover intentions, and role ambiguity. Data were collected from upper and middle-level managers of a Fortune 500 US manufacturer and maker of consumer goods involved in a large organizational change initiative. A survey was completed by 217 managers, for a response rate of 89 percent. Change attitudes, job satisfaction, organizational commitment, turnover intentions, role ambiguity, and control variables were all assessed. A three-way interaction between change vision clarity, change appropriateness, and change execution was found to predict managers' job satisfaction, turnover intentions, and role ambiguity. The study relied on self-reports collected at one point in time, allowing for the possibility of common method bias. The complex, nonlinear relationships indicate that method bias cannot fully account for the reported relationships. Study results illustrate that the individual experience of major change is multifaceted and that simultaneously considering the combined effects of individual's change attitudes including readiness (in the form of believing a change is needed and appropriate) and the perceived effectiveness of the change execution on key job-related outcomes can help practitioners understand more fully the implications of organizational change.
When used as an initial screening tool, applicants' resumes provide employers a convenient and cost-effective means for assessing applicants' qualifications in areas such as education, work experience, and special skills. In the current study, we investigated if recruiters' judgments of the presence of information reported on applicants' resumes was related to applicants' general mental ability and Big Five personality dimensions. Two hundred and eighty-four recruiters assessed the extent to which specific items were present on the resumes of actual job applicants (N = 321). Results showed relationships between recruiters' assessments regarding applicants' resume information and applicants' mental ability and personality traits. Implications for the use of resume information in the selection process are discussed.
Recruiters infer personal traits from job applicants' resumés and use these inferences in evaluating job applicants' employability. No research to date, however, has determined if resumé reviewers' inferences of applicants' personality drawn solely from resumé biographical data are valid. In the present study, resumé reviewers (N=52) examined one of two applicant resumés and then described the applicant's personality based on the Big 5 taxonomy. Validities of reviewers' inferences concerning applicant personality were assessed by correlating resumé reviewers' judgments with applicants' self-reported Big 5 personality scores. Results suggested that valid personality inferences are possible based solely on resumé evaluation. We also found evidence suggesting that attending a brief training session may enhance reviewers' accuracy when inferring applicants' personality from resumé information.
We propose here that simultaneously considering the combined effects of students' learning motivation and psychological hardiness can increase understanding of the learning experience and its impact on important learning outcomes. Specifically, we hypothesized that the relationship between learning motivation and learning outcomes would be moderated by individuals' psychological hardiness. We collected data in two studies. The first established the psychometric properties of a newly developed scale, the second tested related research hypotheses. After controlling for socially desirable responding and dispositional learning orientations, our hypothesized interaction between participants' initial motivation to learn and their psychological hardiness explained differences in participants' postlearning motivation, depressive symptomatology, and reactions to their classroom experience assessed 2 months later. The study's findings have particular relevance for anyone who has ever taught or been involved in teaching. At times, for example, students can feel overwhelmed by the numerous responsibilities associated with being a college student. As a result, some will suffer a loss in motivation to perform and, even worse, a few will experience a severe state of depressed mood. Consequently, in this study we address these concerns and offer specific recommendations that could be implemented by universities and instructors to circumvent these detrimental outcomes.
Using data collected from 244 recruiters who reviewed resumes and made dispositional inferences and hiring recommendations for 122 entry-level job applicants, we found that type of job opening (Holland's Conventional vs. Enterprising jobs) moderated relationships between recruiter inferences of applicant personality traits and recruiter judgments of applicant employability. Results showed Conscientiousness correlated with employability ratings for Conventional jobs (e.g., accounting) while extraversion was most associated with employability ratings for Enterprising jobs (e.g., marketing).
In the present study, we examined the effect of recruiter and applicant gender on recruiters' evaluations of applicants' qualifications as reported on actual applicant resumes. Forty recruiters evaluated applicant resumes that were randomly allocated to them. In total, 388 recruiter evaluations of applicant resumes comprised the sample. Results indicate that recruiter and applicant gender interacted to predict recruiters' perceptions of applicants' qualifications. Male recruiters' perceptions of applicants' work experiences did not differ depending on applicant gender. However, female recruiters perceived male applicants' resumes to report more work experiences than resumes of female applicants. Furthermore, male recruiters perceived female applicants as having more extracurricular interests than male applicants. Female recruiters rated both male and female applicants as having about the same amount of extracurricular activity information on their resumes. Gender role theory provides a possible explanation for the study's findings.
