Effect of context on performance approach orientation

Izadikhah, Zahra and Jackson, Chris and Ireland, Michael J. (2012) Effect of context on performance approach orientation. American Journal of Psychology, 125 (2). pp. 193-207. ISSN 0002-9556


We proposed and tested a theoretical model that argues that different work contexts influence the relationship between performance approach orientation and work performance. Across three studies and three different types of work performance, results consistently supported a theorized interaction between performance approach orientation and rewarding climate. Two self-rating studies showed generally similar interactions, with some important differences in the significance of the simple slopes. Larger differences emerged between the self-rating and a supervisor rating study. The present research supports a model in which type of work (part time vs. full time), rewarding climate, the criterion of performance (supervisor vs. self-rating), and type of work performance are important contextual components of a model relating performance approach orientation to work performance.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to published version due to publisher copyright policy.
Faculty/School / Institute/Centre: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 14 Aug 2012 05:38
Last Modified: 05 Mar 2015 00:50
Uncontrolled Keywords: work; work performance; performance approach orientation
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
17 Psychology and Cognitive Sciences > 1701 Psychology > 170107 Industrial and Organisational Psychology
Socio-Economic Objective: B Economic Development > 91 Economic Framework > 9104 Management and Productivity > 910499 Management and Productivity not elsewhere classified
Identification Number or DOI: 10.5406/amerjpsyc.125.2.0193
URI: http://eprints.usq.edu.au/id/eprint/21637

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