Integrating the literature on talent management and teams, and drawing upon the signaling theory as the overarching framework, we investigated the moderated indirect effects of talent inducements on employee creativity via employee work engagement in teams. Empirical data from matched leader-members indicated that team talent inducement was positively related to member work engagement, which was then positively associated with team and member creativity. In addition, individual learning and performance-approach goal orientation positively moderated this indirect relationship, whereas individual performance-avoidance goal orientation negatively moderated this indirect relationship. Together, these results illuminate a cross-level influence process of team talent inducements on creativity and individual goal orientations as boundary conditions.

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.

Drawing on goal orientation theory, in this study, we examine how an individual's motivational approach relates to the use of two common emotional labor strategies: surface acting and deep acting. In addition, we examine the role of self-efficacy as a mediating mechanism through which different goal orientations are related to different emotional labor strategies. To test our hypotheses, 262 U.S. full-time working adults from a variety of service occupations were surveyed. Consistent with the predictions of goal orientation theory, our results show that learning-oriented service employees tend to use deep acting, while performance-oriented service employees use both emotional labor strategies. Our findings also show that emotional labor self-efficacy plays a mediating role in the relationship between motivational approach and emotional labor strategy use.

This study examines the motivating effects of goal congruence on outcomes in teams. Building on psychological contract theory and theories of person–environment fit, we proposed at the team level of analysis a mediating role of psychological contract fulfilment (PCF) and moderating effects of task interdependence and team identification. The results indicate partial mediation of shared PCF in the goal congruence – team performance relationships and a significant moderation effect of team identification with team alignment in learning goal orientations.

This article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

We developed and tested a model of employee creativity based on achievement goal theory and role identity theory. Examining the relationship between the three dimensions of goal orientation and employee creativity, we explored the mediating effect of creative role identity. Data were collected from 197 employees and their supervisors from several industries in China. The results indicated that employee learning orientation was positively related to employee creativity, but that no such positive relationship existed between approach performance orientation and employee creativity. Interestingly, we found that avoidance performance orientation was positively related to employee creativity. Learning orientation, approach performance orientation and avoidance performance orientation were all found to have significant effects on creative role identity. In turn, creative role identity fully mediated the relationship between learning orientation and employee creativity, and the relationship between avoidance performance orientation and employee creativity. These findings contribute to the advancement of role identity theory, and their theoretical and practical implications are discussed.

The main goal was to compare idiographic profiles of achievement goal dominance(AGD) and motivational profiles based on 2x2 achievement goals to improve ourunderstanding of how the four achievement goals work in conjunction with oneanother, and to discern which profiles are most adaptive in the PhysicalEducation context. A total of 351 students (203 males; 148 females)(M = 14.26 ± 1.37 years) from 3 differentsecondary schools agreed to participate. 86.6% (N =303) showed AGD, mostly mastery-approach dominance (62.9%).We examined the fourAGD groups’ idiographic profiles and how they relate to certainpositive (autonomous motivation and positive affect) and negative variables(controlled motivation and amotivation). The results supported the hypotheses ofAGD theory (MANOVA one-way, Wilks’ lambda= .609, F(24, 298) = 7.96,p < .001, η2 = .15).Subsequently, k-means cluster analysis was performed, yielding4 distinct achievement goal profiles. The most adaptive was named“mastery goals”, while “high achievementgoals” were the second most adaptive. AGDparticipants’distribution across the different motivational clusterswas also ascertained (MANOVA one-way, Wilks’ lambda= .678, F(12, 910) = 12.01,p < .001, η2 =.12).

The purpose of this investigation was to examine the relationships among perceived motivational climate, individuals' goal orientations, and dispositional flow, with attention to possible gender differences. A sample of 413 young athletes, ages 12 to 16 years, completed the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) and Perception of Success Questionnaire (POSQ), as well as the Dispositional Flow Scale. Task orientation was positively and significantly related to a perceived task- involving motivational climate and to the disposition to experience flow in the sport. Ego orientation was positively and significantly associated with a perceived ego-involving motivational climate and with dispositional flow. The perceptions of task-involving and ego-involving motivational climates were positively and significantly linked to general dispositional flow. Multiple regression analysis indicated that both task and ego goal orientations and perceived task- and ego-oriented climates predicted dispositional flow. Males displayed a stronger ego orientation, and were more likely to report that they participated in an ego-oriented climate, than did females. To the contrary, the females were more likely to perceive a task-oriented climate than did the males. No meaningful differences were found between males and females in general dispositional flow.

This study reviews theory and results from developmental psychology to examine age differences in workplace achievement goals. We investigated whether goal level decreases with age and, by comparing the relative strength of different goals within individuals, we examined whether dominant achievement goals are related to age. In a large sample of employees (N=747), older workers' higher affective commitment and intrinsic motivation compensated for age-related decline in the importance of achievement goals. Whether learning-approach and learning-avoidance were dominant goals was not related to age but instead to skill level, affective commitment and intrinsically satisfying work. Dominant performance-approach goals were more common among males. Performance-avoidance was most likely to be a dominant goal among older males. Moreover, with age, performance-goal orientations had increasingly maladaptive consequences for self-efficacy and affect at work.

From 20 primary schools in Hong Kong, a sample of 59 boys and 62 girls in 4th grade and 98 boys and 99 girls in 5th grade (N = 318) responded to a survey about their learning-to-learn capabilities including (a) reading to learn, (b) self-management, (c) desire for knowledge, and (d) originality of ideas, and two facilitating factors for enabling such capabilities, including (e) academic self-concept, and (f) effort goal orientation. Confirmatory factor analysis provided support for the validity of the six psychological constructs. Analysis of variance found that although boys and girls did not differ in academic self-concept, desire for knowledge and originality, girls scored higher in effort goal orientation, reading to learn, and self-management. There was a gender x grade interaction effect in reading to learn, indicating that 5th grade girls were more willing than 4th grade girls to acquire knowledge through reading whereas 5th grade boys were less willing than 4th grade boys to do so. Advocates of education reform need to consider gender differences when formulating policies to promote students’ learning-to-learn capabilities and particularly to encourage boys to read.