Regulatory focus theory (Higgins, 1997) has received growing attention in organizational psychology,necessitating a quantitative review that synthesizes its effects on important criteria. In addition, there isneed for theoretical integration of regulatory focus theory with personality research. Theoretical integrationis particularly relevant, since personality traits and dispositions are distal factors that are unlikelyto have direct effects on work behaviors, yet they may have indirect effects via regulatory focus. Thecurrent meta-analysis introduces an integrative framework in which the effects of personality on workbehaviors are best understood when considered in conjunction with more proximal motivational processessuch as regulatory focus. Using a distal–proximal approach, we identify personality antecedentsand work-related consequences of regulatory foci in a framework that considers both general andwork-specific regulatory foci as proximal motivational processes. We present meta-analytic results forrelations of regulatory focus with its antecedents (approach and avoid temperaments, conscientiousness,openness to experience, agreeableness, self-esteem, and self-efficacy) and its consequences (workbehaviors and attitudes). In addition to estimates of bivariate relationships, we support a meta-analyticpath model in which distal personality traits relate to work behaviors via the mediating effects of generaland work-specific regulatory focus. Results from tests of incremental and relative validity indicated thatregulatory foci predict unique variance in work behaviors after controlling for established personality,motivation, and attitudinal predictors. Consistent with regulatory focus theory and our integrativetheoretical framework, regulatory focus has meaningful relations with work outcomes and is notredundant with other individual difference variables.

Regulatory focus and work-related outcomes: a review and meta-analysis.

http://journals.sagepub.com/doi/pdf/10.1177/0149206310394865

Let’s Make a Deal: Development and Validation of the Ex Post I-Deals Scale

In this article, the model of spiritual leadership of Fry and colleagues is built on to envision how spiritual leaders can influence employee commitment in the workplace, and ultimately job performance, organizational citizenship behaviors, retention, and psychological well-being. The model presented proposes sense of calling and sense of membership as mediators of the effects of spiritual leadership on four components of commitment (affective, normative, continuance-sacrifices, and continuance-alternatives). Three moderators of spiritual leadership are proposed: climate for spirituality, personal spirituality, and materialism. Based on recent research on commitment and its meaning with regard to spirituality, I derive a number of testable propositions that can guide further research on spiritual leadership and commitment. Finally, I discuss levels of analysis and generalizability of the model as key issues that research should address in the future.

Workplace spirituality and organizational commitment: an integrative model

E-learning systems are considerably changing education and organizational training. With the advancement of online-based learning systems, learner control over the instructional process has emerged as a decisive factor in technology-based forms of learning. However, conceptual work on the role of learner control in e-learning has not advanced sufficiently to predict how autonomous learning impacts e-learning effectiveness. To extend the research on the role of learner control in e-learning and to examine its impact on e-learning effectiveness, this study reviews 54 empirical articles on learner control during the period 1996–2013. The findings are then applied to derive a conceptual framework as a reference model to illustrate how learner control affects e-learning effectiveness. The findings provide new insights into the role and different dimensions of learner control in e-learning with implications for learning processes and learning outcomes.

The Effectiveness of E-Learning Systems: A Review of the Empirical Literature on Learner Control

In our set of studies, we extended research on approach and avoidance motivations by investigating (i) motives in a work setting, (ii) interactions among approach and avoidance motives, and (iii) m...

Approaching Success or Avoiding Failure? Approach and Avoidance Motives in the Work Domain

Purpose
The purpose of this investigation was to develop a multidimensional measure of continuance organizational commitment, specifying dimensions for continuance commitment based on the perception of beneficial economic exchanges versus the perception of low job alternatives.

The Multidimensional Nature of Continuance Commitment: Commitment Owing to Economic Exchanges Versus Lack of Employment Alternatives

The appeal of e-learning is not surprising given its many proposed advantages (e.g. flexibility, responsiveness to trainees' individual needs, potential cost-effectiveness). However, as pointed out by Ruel et al., academic research in support of the proposed advantages of electronic human resource management systems is scarce. Although this is generally the case for technologically mediated training, the extant research on e-learning actually questions many of its proposed advantages. In this conceptual piece we (1) establish the link between e-learning and learner control, (2) summarize the advantages and disadvantages of learner-controlled e-learning, (3) briefly present the results of a recent study conducted in our research lab that addresses the disadvantages of learner-controlled e-learning for the training of complex material, and (4) discuss research-based recommendations for the application of learner-controlled e-learning in organizational settings.

The Perplexing Role of Learner Control in E-Learning: Will Learning and Transfer Benefit or Suffer?

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The Multidimensional Nature of Continuance Commitment: Commitment Owing to Economic Exchanges Versus Lack of Employment Alternatives

The Perplexing Role of Learner Control in E-Learning: Will Learning and Transfer Benefit or Suffer?