Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance

• Debicki, Bart J. ^[1] ; Kellermanns, Franz W. ^[3] ; Barnett, Tim ^[2] ; Pearson, Allison W. ^[2] ; Pearson, Rodney A. ^[2]
  1. [1] Towson University

     Towson University

     Estados Unidos

     
  2. [2] Mississippi State University

     Mississippi State University

     Estados Unidos

     
  3. [3] University of North Carolina

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• Localización: The international journal of management education, ISSN 1472-8117, Vol. 14, Nº. 3, 2016, págs. 273-285
• Idioma: inglés
• DOI: 10.1016/j.ijme.2016.05.002
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 4 Citas
• Resumen

  • In this paper, we investigate the impact of core self-evaluations on academic performance.

    We also test several hypotheses that describe a potential mediating effect of three types of goal orientation on the above relationship. The model developed in this paper is statisti- cally tested on a sample of 307 college students. The results indicate that students who perceive themselves as competent, capable and worthy of success (i.e. demonstrating positive core self-evaluations) achieve superior academic performance. Furthermore, the avoid performance type of goal orientation partially mediates the relationship between core self-evaluations and academic performance.

    Prove performance goal orientation is associated with better academic performance, but is not influenced by core self-evaluations.

    Learning goal orientation, which is characteristic of individuals exhibiting an intrinsic desire to improve their competence, does not have a significant impact on academic performance. The main contribution of this study lies in showing the positive impact of high core self-evaluations on academic performance and investigating the mechanism through which this relationship develops, namely the mediating effects of goal orientation.