Examination of Relationships Among Trait-Like Individual Differences, State-Like Individual Differences, and Learning Performance

Several authors (e.g., J. T. Austin & H. J. Klein, 1996 ; R. Kanfer, 1990b , 1992 ) have urged researchers to examine comprehensive models of distal individual differences as predictors of proximal motivational processes and performance. Two field studies in an academic setting tested a model of...

Full description

Saved in:
Bibliographic Details
Published in:Journal of applied psychology 2000-12, Vol.85 (6), p.835-847
Main Authors: Chen, Gilad, Gully, Stanley M, Whiteman, Jon-Andrew, Kilcullen, Robert N
Format: Article
Language:English
Subjects:
Adolescent
Adult
Analysis of Variance
Anxiety
Applied psychology
Biological and medical sciences
Cognition
Cognitive Ability
Comparative studies
Differences
Educational Measurement
Educational psychology
Experimental psychology
Factor Analysis, Statistical
Female
Fundamental and applied biological sciences. Psychology
Goals
Human
Human behaviour
Humans
Hypotheses
Individual Differences
Intelligence
Learning
Learning potential
Male
Mid-Atlantic Region
Middle Aged
Models, Psychological
Motivation
Personality
Personality Traits
Psychological aspects
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Self Efficacy
Social research
Statistical analysis
Theory
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Several authors (e.g., J. T. Austin & H. J. Klein, 1996 ; R. Kanfer, 1990b , 1992 ) have urged researchers to examine comprehensive models of distal individual differences as predictors of proximal motivational processes and performance. Two field studies in an academic setting tested a model of relationships among trait-like individual differences (cognitive ability, general self-efficacy, and goal orientation), state-like individual differences (state anxiety, task-specific self-efficacy, and goals), and learning performance. Most hypothesized relationships among these constructs received support when tested on 2 samples, when examining different performance episodes, and when using different goal orientation and state-anxiety measures. In general, state-like individual differences were found to mediate the relationships between trait-like individual differences and learning performance. Implications of these results are discussed and suggestions for future research are provided.
ISSN:0021-9010
1939-1854
DOI:10.1037/0021-9010.85.6.835