Building on trait activation and attention capacity theories, we hypothesized and tested the moderating effect of task variety on the relationship between learning goal orientation and performance. The results of the analyses using multiple sources of data collected from 155 employees in nine South Korean firms showed that task variety significantly moderated this relationship. Specifically, learning goal orientation had an inverted U-shaped relationship with performance when task variety was high. However, we did not find a significant positive relationship between learning goal orientation and performance when task variety was low. Implications and future directions for this study were discussed.

基于特质激活和注意力能力理论，我们假设并测试了任务多样性对学习目标取向和绩效之间关系的调节作用。使用从 9 家韩国公司的 155 名员工收集的多种数据来源进行的分析结果表明，任务多样性显着缓和了这种关系。具体而言，当任务多样性高时，学习目标导向与绩效呈倒 U 型关系。然而，当任务多样性较低时，我们没有发现学习目标导向和绩效之间存在显着的正相关关系。讨论了本研究的意义和未来方向。