Relationship between conscientiousness and learning in employee training: mediating influences of self-deception and self-efficacy.
A field study of 97 employees tested a model of the mediating influences of self-deception and task-specific self-efficacy in the relationship between conscientiousness and learning. The setting was an introductory Windows 3.1 software training course. Findings indicated that, as hypothesized, self-deception and self-efficacy mediated the relationship between conscientiousness and learning. Specifically, conscientiousness was positively related to self-deception, which was negatively related to learning, and conscientiousness was positively related to self-efficacy, which was positively related to learning. In addition, 4 alternative models were estimated. The results of the tests of the 4 alternative models were not supported by the data, further substantiating the validity of the hypothesized model.
Martocchio
J J
JJ
Institute of Labor and Industrial Relations, University of Illinois at Urbana-Champaign 61820-6297, USA. martocch@uiuc.edu
Judge
T A
TA
D000328:Adult; D001290:Attitude; D003197:Computer Literacy; D004650:Employee Performance Appraisal; D005260:Female; D006801:Humans; D007318:Inservice Training; D007389:Internal-External Control; D007588:Job Satisfaction; D008297:Male; D008875:Middle Aged; D012649:Self Concept