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The purpose of this study is to determine the mediating role of the attentional control dimension of self-regulation in the relationship between academic self-efficacy and academic goal orientation. The study, which was conducted by collecting data from a total of 405 university students, aimed to estimate the links between the research variables using structural equation modelling. Academic self-efficacy, control dimension of self-regulation scale, and academic goal orientation scale were used to collect data. The study's findings show a positive and significant relationship between academic self-efficacy and learning goal orientation, and the attentional control of self-regulation plays a significant partial mediating role in this relationship. In addition, the relationship between academic self-efficacy and performance-avoidance goal orientation was found to be negative and significant, and self-regulation's attentional control played a partial mediating role in this relationship. Based on the research findings, it was determined that academic self-efficacy and attentional control of self-regulation variables positively affect learning goal orientation. In contrast, they negatively affect performance-avoidance goal orientation. In addition, it was concluded that attentional control of self-regulation has a stronger mediating role in the relationship between academic self-efficacy and learning goal orientation than the relationship between academic self-efficacy and performance-avoidance goal orientation.

Purpose This study aims to examine the association of knowledge-oriented leadership (KOL), knowledge management (KM) behaviour and innovation performance in project-based small and medium-sized enterprises. It investigates the moderation of goal-orientation in the relationship of KOL with knowledge-acquisition, transfer, documentation and application. Design/methodology/approach Data are collected from 215 employees in 32 small project-based software firms in Pakistan. Partial least square is used to test the hypotheses. Findings KOL is positively associated with KM behaviour and innovation performance. KM mediates the relationship of KOL and innovation performance. Furthermore, goal orientations play a moderating role in the relationship of KOL with knowledge acquisition, transfer and application activities. Originality/value This study extends the literature on knowledge-based dynamic capabilities, by examining the relationship of KOL, KM behaviour and project-based innovation performance. Investigating the moderation of goal-orientation in the relationship of KOL with KM behaviour is also an original contribution.

Previous research suggests that performance-prove goal orientation is positively related to knowledge hiding. However, we argue that this effect depends on the focus of performance feedback (i.e., individual- and group-focused feedback), which shapes the nature of the competitive expression of performance-prove goal orientation (i.e., intragroup and intergroup oriented). We conducted three studies to test our theoretical model. The results of Study 1 with time-lagged data from 128 part-time MBA students showed that performance-prove goal orientation was positively related to knowledge hiding when performance feedback focused more (vs. less) on individual performance but was negatively related to knowledge hiding when performance feedback focused more (vs. less) on group performance. Study 2 replicated these moderation findings in an experimental study of 210 undergraduate students. Study 3 again replicated the moderation effects using multisource data from 317 employees and their supervisors. It also included creativity as an outcome of knowledge hiding and illustrated the distal consequence of the moderation effects of individual- and group-focused performance feedback. We then discussed the implications for the theory and practice of performance-prove goal orientation and knowledge hiding.

Purpose Goal orientation shapes employees’ approach to and interpretation of workplace aspects such as supervisors’ behavior. However, research has not fully examined the effect of goal orientation as an antecedent of abusive supervision. Drawing from victim precipitation theory, this study aims to fill this research gap by investigating how employees’ goal orientation influences their perception of abusive supervision. Design/methodology/approach Two studies were conducted to test the hypotheses. In Study 1, 181 employees in 45 departments participated in the survey, and multilevel confirmatory factor analysis, two-level path model and polynomial regression were used. In Study 2, 108 working adults recruited from a professional online survey platform participated in a two-wave time-lagged survey. Confirmatory factor analysis, hierarchical linear regression and polynomial regression were used. Findings This study found that employees’ learning goal orientation was negatively related to their perception of abusive supervision. In contrast, performance-avoidance goal orientation was positively related to their perception of abusive supervision, whereas performance-approach goal orientation was unrelated to this perception. Moreover, employees’ perception of abusive supervision was greater when learning and performance-approach goal orientation alignment occurred at lower rather than higher levels, and when performance-avoidance and performance-approach goal orientation alignment occurred at higher rather than lower levels. Originality/value This research identified two novel victim traits as antecedents of abusive supervision – employees’ learning goal orientation and performance-avoidance goal orientation. Furthermore, adopting a multiple goal perspective, the authors examined the combined effects of goal orientation on employees’ perception of abusive supervision.

PurposeThe purpose of this study is to examine the underlying mechanisms of exploitative innovation and exploratory innovation between social media usage and organizational agility, and elucidate the moderating role of learning goal orientation (LGO) in the above relationships, based on adaptive structuration theory (AST).Design/methodology/approachBased on a multiple-respondent matched survey of 334 Chinese e-commerce firms, authors employed structural equation modeling to examine the correlations among social media usage, exploitative innovation, exploratory innovation and organizational agility. Hierarchical regression analysis was used to examine the moderating role of LGO.FindingsThis study's empirical findings demonstrate that exploitative innovation and exploratory innovation mediate the relationship between social media usage and organizational agility in different ways. Further, LGO positively moderates the relationship between social media usage for customer acquisition and exploratory innovation, as well as the relationship between social media usage for customer relationship and exploitative innovation.Practical implicationsFirms are advised to leverage different types of social media usage to facilitate exploitative innovation and exploratory innovation and promote organizational agility. In addition, LGO within a firm should be established to enhance the effects of social media usage on exploitative innovation and exploratory innovation.Originality/valueThis study adds to the literature on social media usage by proposing and examining exploitative innovation and exploratory innovation as explanatory mechanisms to facilitate organizational agility. This study further identifies LGO as a boundary condition of social media usage's effect on exploitative innovation and exploratory innovation. By contextualizing social media as advanced information technology, this study contributes to the contextualization of AST in the social media context.

Overqualification denotes situations in which job incumbents have higher qualifications than those required for the job. Drawing on the self-regulatory perspective, we proposed that employees’ perception of overqualification positively affects their proactive behavior through the mechanism of role-breadth self-efficacy and that this indirect effect is moderated by employees’ goal orientations. We tested our hypotheses through two studies. In Study 1, we found that perceived overqualification had a positive indirect effect on employees’ proactive behavior through role-breadth self-efficacy using a sample of 323 salespeople with a cross-lagged panel design. In Study 2, the multi-wave and multi-source data from 302 teachers confirmed the indirect effect and indicated that performance goal orientation and learning goal orientation moderated the indirect relationship.

Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.

PurposeThe purpose of this paper is to extend the scant literature on the effect of abusive supervision on knowledge sharing by examining the roles of Islamic work ethic and learning goal orientation in moderating the effect.Design/methodology/approachThis paper utilizes a cross-lagged survey research design to collect data from 735 employees working in the services and manufacturing sectors of Pakistan.FindingsThe data analysis revealed that abusive supervision has a damaging effect on knowledge sharing in the workplace. However, employee learning goal orientation and the Islamic work ethic help in mitigating this detrimental effect.Research limitations/implicationsThe main theoretical implication is to advance knowledge on the boundary conditions that help in mitigating the undesirable effect of abusive supervision on sharing of knowledge in organizational settings.Practical implicationsThis paper provides practical insights into mitigating the damaging effects of abusive supervision, a prevalent issue in Asian societies, through the lenses of Islamic business ethics and learning goal orientation.Originality/valueThis is the first study that examines the boundary conditions placed by the Islamic work ethic and learning goal orientation around the relationship between abusive supervision and knowledge sharing in the context of Pakistan.

This interventional study examines whether the language achievement of mastery-avoidant and performance-avoidant English for Academic Purposes (henceforth EAP) students can be improved through the teacher supportive motivational discourse (TSMD). This study also explores how the students perceive the effects of this discourse on their language achievement. To this end, we purposively selected 99 EAP students, of whom we placed 31 students in a control group, and the rest, mastery-avoidant (henceforth MAV) and performance-avoidant (henceforth PAV) participants, into two equal intervention groups. Then, we assessed both groups’ L2 achievement using an achievement test (the end-of-semester test prepared based on the EAP book) before and after a ten-week intervention. To understand the perceptions of the students about the intervention, we conducted semi-structured interviews with 20 students who were purposively selected based on their willingness to participate. Out of the 20 students, 10 were purposively chosen to reflect on key episodes related to TSMD and explain the reason behind their actions. Statistical analysis (non-parametric ANCOVA) carried out in the quantitative phase revealed that in comparison to the control group, the intervention group’s achievement was significantly higher. However, the differences between both intervention groups were slight. Content analysis in the qualitative phase also showed that the intervention effect on students’ achievement was mediated by learners’ autonomy and willingness to communicate (henceforth WTC). The implications of this intervention for enhancing teachers’ performance and students’ learning are discussed.

PurposeBased on goal orientation theory, this study aims to examine how and when employees' performance goal orientations (PGOs) affect their change-supportive behavior in entrepreneurial firms undergoing change.Design/methodology/approachA two-wave time-lagged research design was applied to collect data from companies undergoing change in China.FindingsThe results showed that employees' performance-proving goal orientation (PPGO) was positively related to change-supportive behavior, and employees' performance-avoiding goal orientation (PAGO) was negatively related to change-supportive behavior. Openness to change played a mediating role in these mechanisms, and employees' learning goal orientation (LGO) played a moderating role.Originality/valueBy solving the mechanism of the relationship between PGOs and change-supportive behavior that has not been explored before, this study answers the question of how and when different PGOs affect support behavior.