Does environmental innovation have peer effects? The moderating role of slack resources and avoidance goal orientation.

Exploring the interactive patterns of environmental innovation behavior among firms is of great significance for improving the level of environmental innovation in the whole industry and achieving sustainable development. Based on social interaction theory, this study examines the peer effect of a firm's environmental innovation and the moderating effects of slack resources and avoidance goal orientation. A total of 1210 listed companies in China's manufacturing industry from 2015 to 2020 comprised the research sample, and the researchers used multiple regression analysis to analyze the data. The results indicate a peer effect of environmental innovation among firms; that is, firms' environmental innovation will positively impact the environmental innovation of other firms in the industry. Slack resources positively moderate the peer effect of environmental innovation among firms, and firms' avoidance goal orientation weakens that moderating effect. This study reveals the internal mechanism of the peer effect of environmental innovation and provides new management implications for managers' environmental-innovation decision-making.

Subjective Health and Physical-Activity Engagement across Adulthood: Distinguishing between Within-Person and Between-Person Associations.

INTRODUCTION: It is assumed that age-related increases in loss (e.g., health decline) motivate behavioral changes (e.g., prevention of health decline) across adulthood. This assumption has rarely been directly tested in empirical research, and the current study seeks to fill this gap. METHODS: By performing random intercept cross-lagged panel model and multilevel modeling analyses on a three-wave longitudinal dataset from the Midlife in the United States survey (N = 7,108; 51.6% female; between 20 and 75 years at T1), we examined the between-person and the within-person associations between subjective health and engagement in physical activity. Chronic conditions, difficulty in performing daily activities, and demographic variables were controlled for. RESULTS: At the between-person level, subjective (i.e., self-rated) health was positively associated with physical activity in the whole sample and the older subgroup (T1 age >55 years), but not in the younger subgroup (T1 age <35 years). At the within-person level, the association between subjective health and subsequent physical activity was negative in the whole sample and the older subgroup, but nonsignificant (between T1 and T2) or positive (between T2 and T3) in the younger subgroup. DISCUSSION: This study revealed various associations between subjective health and engagement in physical activity across levels (the within- vs. between-person level) and across age groups (younger vs. older group). The finding contributes to a better understanding of people's health behavior in reaction to health decline at different ages. It also supports the proposition that age-related intraindividual increases in losses (e.g., health decline) motivate behaviors that counteract such losses (e.g., physical activity that protects health).

A mixed methods exploration of the emergence of goal orientation in medical students' individualized learning plans.

PURPOSE: Goal orientation (GO) describes an individual's approach to different achievement situations. Understanding the motivations and approach to achieving goals of medical students is vital with the increasing emphasis on self-directed learning. The purpose of this study was to identify themes in self-improvement reflections that relate to each GO dimension (learning, performance-prove, and performance-avoid). METHODS: A sequential explanatory mixed methods design was used. GO data was used to categorize students into groups aligning with the GO dimension identified in the previous stage of quantitative analysis. Individualized learning plans (ILPs) for each GO dimension group were coded inductively to identify emergent themes related to goal setting and achievement. RESULTS: The learning GO group was the largest of the three GOs. Five themes were identified from inductive analysis: importance of practice, identifying elements that helped, identifying structural barriers, opportunities for improvement, and acknowledging experience. While these themes occur across GO, patterns exist within their ILPs based on GO. CONCLUSIONS: We identified common themes for motivations of medical students, and these motivations might differ depending on their GO. Further exploration into the themes over the course of their training will provide additional insights on what factors may be involved in student motivations towards learning and achievement. Educators can use this information to individualize feedback and students can better understand their motivations towards achieving goals.

How do work-life balance programmes influence nurses' psychological well-being? The role of servant leadership and learning goal orientation.

AIMS: Our study aims to investigate the effect of work-life balance programmes on Chinese nurses' psychological well-being, directly and indirectly, via learning goal orientation. Our research also aims to investigate the moderating role of servant leadership, a holistic leadership style that prioritizes serving employees, in the association between work-life balance programmes and psychological well-being. DESIGN: A questionnaire-based, time-lagged study (1-week interval). METHODS: From September 2022 to October 2022, we collected a total of 211 matched and valid responses from nurses working for hospitals in Jiangsu Province, China. Data regarding work-life balance programmes, servant leadership, learning goal orientation and psychological well-being were gathered using a survey administered in two waves, 1 week apart. We utilized the PROCESS Model 5 to test the moderated mediation model. RESULTS: Work-life balance programmes significantly improved nurses' psychological well-being. Moreover, learning goal orientation mediated the relationship between work-life balance programmes and psychological well-being. However, servant leadership did not moderate the association between work-life balance programmes and psychological well-being. CONCLUSION: Our study contributes to extant nursing literature by attending to the organizational strategies that promote psychological well-being. This study is novel because it evaluates the mediating and moderating process through which work-life balance programmes improve nurses' psychological well-being. IMPACT: The provision of work-life balance programmes could enhance learning goal orientation, resulting in possible improvement in nurses' psychological well-being. Moreover, servant leadership styles may contribute to psychological well-being. Our study can help nurse managers enhance their organizational strategies (e.g. work-life balance programmes) and leadership resources (e.g. servant leadership styles) to address nurses' well-being issues. PATIENT OR PUBLIC CONTRIBUTION: This paper addresses the United Nations' Sustainable Development Goal 3 regarding 'Good Health and Well-being'.

How does ethical leadership influence nurses' job performance? Learning goal orientation as a mediator and co-worker support as a moderator.

BACKGROUND: Ethical nurse leaders play a pivotal role in helping their nurse employees deliver high-quality healthcare services. However, we still lack a comprehensive understanding of the mediating and moderating mechanisms by which ethical leadership improves job performance. PURPOSE: This study aims to investigate: (1) whether ethical leadership would enhance nurses' job performance; (2) whether learning goal orientation acts as a mediator; and (3) whether co-worker support operates as a moderator. PARTICIPANTS AND RESEARCH CONTEXT: We collected two-wave data from 218 nurses working in hospitals located in Jiangsu, China. RESEARCH DESIGN: A time-lagged study based on an online survey design was utilized for data collection between September 2022 and January 2023. PROCESS Model 5 was employed to test the research hypotheses. ETHICAL CONSIDERATIONS: We obtained ethics approval from the University Ethics Committee. The nursing participants were assured that their survey responses were completely anonymous. RESULTS AND DISCUSSION: Ethical leadership is not significantly correlated with job performance. However, ethical leadership has an indirect impact on nurses' job performance through the mediator (learning goal orientation). Moreover, co-worker support moderates the relationship between ethical leadership and job performance. CONCLUSION: The conceptual model provides us with a fine-grained understanding of the relationship between ethical leadership and nurses' job performance. We highlight the mediating role of learning goal orientation and the moderating role of co-worker support. We suggest that healthcare organizations should devote more efforts to promoting ethical leadership, co-worker support, and learning goal orientation.

Childhood Adverse Experiences, Cognitive Flexibility And Goal Orientation In Adolescents.

To investigate correlation among childhood adverse experiences, cognitive flexibility, and goal orientation in adolescents, a cross-sectional study was conducted at the Riphah International University, Lahore, Pakistan, from July 2021 to March 2022, while data was collected from students of both private and governmentschools/colleges of Lahore. Non-Probability Purposive Sampling was carried out to recruit the sample of 250 participants, within the age range of 15-18 years. Sample size was determined by G Power Analysis and Greens Formula by Kang H (2021). Adverse Childhood Experience Scale, Cognitive Flexibility Scale, and Achievement Goal Questionnaire were used as toolsfor data collection. Data was analysed in SPSS version 21, using descriptive analysis, independent sample t-test, Pearson Product Moment Correlation and Multiple Regression Analysis. Results showed significant difference among males and females, results also revealed significant correlation among childhood adverse experiences, cognitive flexibility, and goal orientation in adolescents. It was also noted that childhood adverse experiences and cognitive flexibility are good predictors of goal orientation in adolescents. It was concluded that early adversity can negatively affect goal orientation and cognitive flexibility, whereas cognitive flexibility positively affects goal orientation in adolescents. It is also worth noting that females have complex cognitive flexibility which enhances their goal orientation as compared to males, in spite of their childhood adverse experience.

Job search in a difficult labour market: linking goal orientation to job search strategies and outcomes with the moderating role of self-control.

This study addresses how goal orientation relates to different job search strategies to increase the chance of finding employment and quality jobs. We integrate the goal orientation theory with self-control to examine how the orientation of goals (i.e., performance-prove goal orientation (PPGO), performance-avoid goal orientation (PAGO) and learning goal orientation (LGO)) are associated with job search strategies (i.e., Focused Job Search Strategy- FJSS, Exploratory Job Search Strategy-EJSS, and Haphazard Job Search Strategy-HJSS) and how self-control moderates the process. In a three-wave study (nT1= 859; nT2 = 720; nT3 = 418), the hypotheses were tested using unemployed job seekers in Ghana. The results from the structural equation model show that learning goal oriented job seekers were inclined to search more focused and exploratory but engaged in less haphazard search. While PPGO facilitated EJSS, job seekers with PAGO searched more haphazardly but their search behaviour was less focused and exploratory. In addition, EJSS contributed to attending more job interviews, but HJSS decreased the chance of obtaining job interviews. Also, the interviews attended were associated with job offered, which in turn led to obtaining employment. Both FJSS and EJSS were related to employment quality but HJSS decreased employment quality. Interestingly, individual differences in self-control were found to moderate the relation between goal orientation and job search strategy. The use of EJSS was found to be more beneficial in difficult labour markets.

Effects of goal orientation on online learning: A meta-analysis of differences in Korea and US.

This meta-analysis examines the correlation between goal orientation and related variables in online learning to examine the influence of individual goal orientation on online learning as well as the differences arising from diverse cultural backgrounds. The study analyzed 27 papers from 2000 to 2022, comprising 8 US and 19 Korean studies. The average effect size of goal orientation and related variables, such as learning satisfaction, self-efficacy, and task value, were also analyzed. In addition, moderating effect according to the country and type of goal orientation was examined to evaluate differences arising from cultures. It was found that learning immersion, learning participation, and intention to continue learning, showed a high average effect size with goal orientation, with the other related variables also demonstrating a significant average effect size. There was no moderating effect of the state in the relationship between goal orientation and academic achievement, although a moderating effect existed according to the type of goal orientation. Based on the results of this study, we analyzed the variables that can reinforce learning along with goal orientation in online learning situations. Therefore, our findings will help formulate various educational support directions that can lead students to successfully gain knowledge through online learning, which has been growing expeditiously in the wake of the COVID-19 pandemic.

The Impact of the COVID-19 Lockdown on Parents and their Adolescent Children in Relation to Science Learning.

With the transition to distance-learning at the beginning of the COVID-19 outbreak, several countries required parents and their children to remain at home, under lockdown. Many parents found themselves taking on additional responsibilities regarding their children's education. However, children do not always interpret their parents' intentions as they intended. This study investigated this complex relationship, showing that parents' emphases regarding science learning changed during the first COVID-19 lockdown and in parallel, the relations between these emphases and their adolescent children's goal orientation and self-efficacy toward science learning also changed. In 2019, one year before the COVID-19 lockdown, the children's mastery and performance orientations toward science, and their self-efficacy in science were significantly correlated with their parent's attitudes toward science. In 2020, shortly after the end of the first COVID-19 lockdown, these relations remained significant, but in addition the parents' emphasis on performance became a significant predictor of the children's mastery and performance orientations, and of their self-efficacy in science. A small increase in the children's performance orientation and self-efficacy in science was seen, and only a small decline in their mastery orientation toward science. These findings contrast with what the literature indicates is typical at this age, when there are no lockdown conditions.

Online learning in higher education: Examining the predictors of students' online engagement.

In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement.

A multiple levels of analysis examination of the performance goal model of depression vulnerability in preadolescent children.

If performance goals (i.e., motivation to prove ability) increase children's vulnerability to depression (Dykman, 1998), why are they overlooked in the psychopathology literature? Evidence has relied on self-report or observational methods and has yet to articulate how this vulnerability unfolds across levels of analysis implicated in stress-depression linkages; for example, hypothalamic-pituitaryadrenal axis (HPA), sympathetic nervous system (SNS). Utilizing a multiple-levels-of-analysis approach (Cicchetti, 2010), this experimental study tested Dykman's goal orientation model of depression vulnerability in a community sample of preadolescents (N = 121, Mage = 10.60 years, Range = 9.08-12.00 years, 51.6% male). Self-reports of performance goals, attachment security, and subjective experience of internalizing difficulties were obtained in addition to objective behavioral (i.e., task persistence) and physiologic arousal (i.e., salivary cortisol, skin conductance level) responses to the Trier Social Stress Test (TSST) and two randomly assigned coping conditions: avoidance, distraction. Children with performance goals reported greater internalizing difficulties and exhibited more dysregulated TSST physiologic responses (i.e., HPA hyperreactivity, SNS protracted recovery), yet unexpectedly displayed greater TSST task persistence and more efficient physiologic recovery during avoidance relative to distraction. These associations were stronger and nonsignificant in the context of insecure and secure attachment, respectively. Findings illustrate a complex matrix of in-the-moment, integrative psychobiological relationships linking performance goals to depression vulnerability.

Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review.

PURPOSE: Competency-based medical education (CBME) emphasizes the need for learners to be central to their own learning and to take an active role in learning. This approach has a dual aim: to encourage learners to actively engage in their own learning, and to push learners to develop learning strategies that will prepare them for lifelong learning. This review paper proposes a theoretical bridge between CBME and lifelong learning and puts forth the argument that in order for CBME programs to produce the physicians truly needed in our society now and in the future, learning environments must be intentionally designed to foster mastery goal orientations and to support the development of adaptive self-regulated learning skills and behaviours. MATERIALS AND METHODS: This narrative literature review incorporated results of searches conducted by a subject librarian in PsycInfo and MedLine. Articles were also identified through reference lists of identified papers to capture older key citations. Analysis of the literature used a constructivist epistemological approach to develop an integrative description of the interaction of achievement goal orientation, self-regulated learning, learning environment, and lifelong learning. RESULTS: Findings from achievement goal theory research support the assumption that adoption of a mastery goal orientation facilitates the use of adaptive learning behaviours, such as those described in self-regulated learning theory. Adaptive self-regulated learning strategies, in turn, facilitate effective lifelong learning. The authors offer evidence for how learning environments influence goal orientations and self-regulated learning, and propose that CBME programs intentionally plan for such learning environments. Finally, the authors offer specific suggestions and examples for how learning environments can be designed or adjusted to support adoption of a mastery goal orientation and use of self-regulated learning behaviours and strategies to help support development of adaptive lifelong learners.

Learning goal orientation and promotive voice: A moderated mediation model.

Drawing on the broaden-and-build theory and trait-activation theory, this study investigates the mediating effect of thriving at work on the relationship between learning goal orientation (LGO) and promotive voice behavior, as well as the moderating effect of intrinsic career growth (ICG) on the relationship between employees' LGO and thriving at work. Using the two-wave design with a 4-month time lag involving 279 employees, the results demonstrate that employees' LGO is positively associated with promotive voice behavior by thriving at work. Furthermore, ICG moderates the relationship between LGO and thriving at work. ICG also moderates the mediating effect of thriving at work on the relationship between LGO and promotive voice behavior, such that the mediating effect is only significant when employees perceive high ICG.

A Resource Model of Team Resilience Capacity and Learning.

A team's capacity to bounce back from adversities or setbacks (i.e., team resilience capacity) is increasingly valuable in today's complex business environment. To enhance our understanding of the antecedents and consequences of team resilience capacity, we develop and empirically test a resource-based model that delineates critical team inputs and outputs of resilience capacity. Drawing from conservation of resources theory, we propose that voice climate is a critical resource that builds team resilience capacity by encouraging intrateam communication and that leader learning goal orientation (LGO) amplifies this relationship by orienting team discourse toward understanding and growing from challenges. In turn, we propose that team resilience capacity is positively related to team learning behaviors, as teams with a higher resilience capacity are well-positioned to invest their resources into learning activities, and that team information elaboration amplifies this relationship by facilitating resource exchange. Results of a time-lagged, multisource field study involving 48 teams from five Canadian technology start-ups supported this moderated-mediated model. Specifically, voice climate was positively related to team resilience capacity, with leader LGO amplifying this effect. Further, team resilience capacity was positively related to team learning behaviors, with information elaboration amplifying this effect. Altogether, we advance theory and practice on team resilience by offering empirical support on what builds team resilience capacity (voice climate) and what teams with a high resilience capacity do (learning), along with the conditions under which these relationships are enhanced (higher leader LGO and team information elaboration).

Adolescent characteristics of youth soccer players: do they vary with playing status in young adulthood?

Adolescent characteristics of young adult soccer players (n = 35) were compared with those of youth teammates (n = 124) no longer involved in soccer. Former U-13 players active in soccer as young adults were slightly later in maturation and performed better in several functional and soccer skills than youth teammates. Former U-15 players active in soccer as young adults did not differ in maturity status from youth teammates but were chronologically older and performed better in agility and ball control. Young adult regional and national players in both age groups were rated significantly higher on the potential for success by their youth coaches, and national players were rated significantly higher than regional players. The results highlight the need for study of interactions among coaches, youth training and playing environments and the growth, maturity, functional, skill and behavioural characteristics of youth players, and how these interactions may influence persistence in soccer and later playing status.

Leaders' achievement goals predict employee burnout above and beyond employees' own achievement goals.

OBJECTIVE: Burnout has primarily been examined from an individual's perspective without taking the broader environmental context into account. The authors applied an integrative, multilevel perspective and investigated the influence of leaders' motivational strivings on employee burnout. In two multisource studies, we investigated relationships between leaders' achievement goals and employee burnout while controlling for employees' own achievement goals. METHOD: Study 1 consisted of 362 members and 72 leaders of the corresponding working groups. Study 2 consisted of 177 employees and 46 leaders of the corresponding working groups, and measurements were spaced apart in time. We also ran a model including the data of both Study 1 and Study 2. RESULTS: Multilevel analyses indicated that leaders' mastery-approach goals were negatively related to employee burnout above and beyond employees' own achievement goals. Leaders' performance-approach goals were positively related to employee burnout in Study 1 and in the overall analysis combining Study 1 and Study 2. CONCLUSIONS: We advance our understanding of the motivational etiology of burnout by examining the top-down effects of leaders' achievement goals on employee burnout over and above employees' own achievement goals. In order to reduce burnout, organizations should take leaders' achievement goals into account as an important contextual factor.

Relative age effect: Characteristics of youth soccer players by birth quarter and subsequent playing status.

PURPOSE: To compare characteristics of club level male soccer players 11 and 13 years of age, and to evaluate playing status in soccer two and 10 years after baseline by birth quarter (BQ). METHODS: Youth players 11 (n = 62, born 1992, observed December 2003) and 13 (n = 50, born 1990, observed April 2004) years were grouped by BQ. Baseline data included stature, weight, maturity status, functional capacities, soccer skills, goal orientation, and coach evaluation of potential. Playing status in soccer in 2006 and 2014 was also available. Baseline characteristics and subsequent playing status were compared by BQ. RESULTS: Baseline characteristics did not differ by BQ except for age and percentage of predicted adult height. Though not significant, coaches tended to rate players in BQ1as higher in potential. For those competing in soccer as adults, BQ2 (4), BQ3 (5) and BQ4 (2) were represented among players11 years, and BQ1 (3), BQ2 (2), BQ3 (1) and BQ4 (4) among players 13 years. CONCLUSION: Although limited to small numbers, differences among players by BQ were inconsistent. The results indicate a need to extend potential explanations of the RAE to include behavioral variables, coaches, training environment, and perhaps the culture of the sport.

Age, Loss Minimization, and the Role of Probability for Decision-Making.

BACKGROUND: Older adults are stereotypically considered to be risk averse compared to younger age groups, although meta-analyses on age and the influence of gain/loss framing on risky choices have not found empirical evidence for age differences in risk-taking. OBJECTIVE: The current study extends the investigation of age differences in risk preference by including analyses on the effect of the probability of a risky option on choices in gain versus loss situations. METHODS: Participants (n = 130 adults aged 19-80 years) chose between a certain option and a risky option of varying probability in gain- and loss-framed gambles with actual monetary outcomes. RESULTS: Only younger adults displayed an overall framing effect. Younger and older adults responded differently to probability fluctuations depending on the framing condition. Older adults were more likely to choose the risky option as the likelihood of avoiding a larger loss increased and as the likelihood of a larger gain decreased. Younger adults responded with the opposite pattern: they were more likely to choose the risky option as the likelihood of a larger gain increased and as the likelihood of avoiding a (slightly) larger loss decreased. CONCLUSION: Results suggest that older adults are more willing to select a risky option when it increases the likelihood that larger losses be avoided, whereas younger adults are more willing to select a risky option when it allows for slightly larger gains. This finding supports expectations based on theoretical accounts of goal orientation shifting away from securing gains in younger adulthood towards maintenance and avoiding losses in older adulthood. Findings are also discussed in respect to the affective enhancement perspective and socioemotional selectivity theory.

Different personal propensities among scientists relate to deeper vs. broader knowledge contributions.

Scientific journal publications, and their contributions to knowledge, can be described by their depth (specialized, domain-specific knowledge extensions) and breadth (topical scope, including spanning multiple knowledge domains). Toward generating hypotheses about how scientists' personal dispositions would uniquely predict deeper vs. broader contributions to the literature, we assumed that conducting broader studies is generally viewed as less attractive (e.g., riskier) than conducting deeper studies. Study 1 then supported our assumptions: the scientists surveyed considered a hypothetical broader study, compared with an otherwise-comparable deeper study, to be riskier, a less-significant opportunity, and of lower potential importance; they further reported being less likely to pursue it and, in a forced choice, most chose to work on the deeper study. In Study 2, questionnaire measures of medical researchers' personal dispositions and 10 y of PubMed data indicating their publications' topical coverage revealed how dispositions differentially predict depth vs. breadth. Competitiveness predicted depth positively, whereas conscientiousness predicted breadth negatively. Performance goal orientation predicted depth but not breadth, and learning goal orientation contrastingly predicted breadth but not depth. Openness to experience positively predicted both depth and breadth. Exploratory work behavior (the converse of applying and exploiting one's current knowledge) predicted breadth positively and depth negatively. Thus, this research distinguishes depth and breadth of published knowledge contributions, and provides new insights into how scientists' personal dispositions influence research processes and products.

Champions are racers, not pacers: an analysis of qualification patterns of Olympic and IAAF World Championship middle distance runners.

The aim of this study was to analyse qualification patterns in middle distance running and identify whether athletes adopt theoretically optimal tactics, or whether the will to win overrides these. The performances of 295 men and 258 women finalists in the Olympic and IAAF World Championship 800 m and 1500 m events from 1999 to 2017 were analysed across all three rounds of competition. Finishing position, time and ranking amongst all competitors were found for each athlete. Position in the final was correlated with finishing position in the heats and semi-finals (all P < 0.001), but not with finishing times in those rounds. Of the 57 champions, 40 won both their heat and semi-final, even though a lower automatic qualification position would have been sufficient, and only 18 achieved a season's best time in the final. The will to win amongst the eventual champions (and other medallists) suggests predominantly ego oriented behaviour that is encouraged by a performance climate, and which did not appear to differ between men and women. Coaches and athletes are recommended to note that championship-specific physiological and psychological factors are important to develop in training and prior competition to improve both short- and long-term championship strategies.