Abstract
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.
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This study was funded by the 2019 Yeungnam University Research Grant.
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All authors equally contributed to the study, including study conception and design, data analysis, manuscript writing, and commenting and revising previous versions of the manuscript. Data collection was done by Soo Young Shin. All authors read and approved the final manuscript.
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Lim, H.S., Shin, S.Y. Effect of Learning Goal Orientation on Performance: Role of Task Variety as a Moderator. J Bus Psychol 36, 871–881 (2021). https://doi.org/10.1007/s10869-020-09705-4
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DOI: https://doi.org/10.1007/s10869-020-09705-4