Learning goal orientation and creative performance : the differential mediating roles of challenge and enjoyment intrinsic motivations

Kwok LEUNG, Tingting CHEN, Guoquan CHEN

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

13 Citations (Scopus)

Abstract

We develop a theoretical model to account for the effect of learning goal orientation on creative performance by distinguishing two dimensions of intrinsic motivation as mediators. Challenge intrinsic motivation is concerned with the interest in and excitement of solving problems and tackling complex tasks, whereas enjoyment intrinsic motivation is concerned with the enjoyment of task activities for self-expression and self-entertainment. Results from a sample of 189 Chinese employees support this model and show that learning goal orientation had significant positive relationships with both dimensions of intrinsic motivation, but only challenge intrinsic motivation was significantly related to creative performance and mediated the positive relationship between learning goal orientation and creative performance. As predicted, intellectual stimulation, a dimension of transformational leadership, showed a moderating effect, such that learning goal orientation was less strongly related to challenge intrinsic motivation when intellectual stimulation was high. In addition, a moderated mediation effect was found, such that the mediating effect of challenge intrinsic motivation for the relationship between learning goal orientation and creative performance was weaker when intellectual stimulation was high. No such moderation effect was found for enjoyment intrinsic motivation, providing further support for the differential roles of these two dimensions of intrinsic motivation.
Original languageEnglish
Pages (from-to)811-834
Number of pages24
JournalAsia Pacific Journal of Management
Volume31
Issue number3
Early online date7 Nov 2013
DOIs
Publication statusPublished - Sep 2014

Fingerprint

Creative performance
Intrinsic motivation
Goal orientation
Enjoyment
Relationship learning
Moderation
Problem solving
Mediator
Moderating effect
Employees
Mediating effect
Mediation effect
Entertainment
Transformational leadership

Keywords

  • Creative performance
  • Intellectual stimulation
  • Intrinsic motivation
  • Learning goal orientation

Cite this

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title = "Learning goal orientation and creative performance : the differential mediating roles of challenge and enjoyment intrinsic motivations",
abstract = "We develop a theoretical model to account for the effect of learning goal orientation on creative performance by distinguishing two dimensions of intrinsic motivation as mediators. Challenge intrinsic motivation is concerned with the interest in and excitement of solving problems and tackling complex tasks, whereas enjoyment intrinsic motivation is concerned with the enjoyment of task activities for self-expression and self-entertainment. Results from a sample of 189 Chinese employees support this model and show that learning goal orientation had significant positive relationships with both dimensions of intrinsic motivation, but only challenge intrinsic motivation was significantly related to creative performance and mediated the positive relationship between learning goal orientation and creative performance. As predicted, intellectual stimulation, a dimension of transformational leadership, showed a moderating effect, such that learning goal orientation was less strongly related to challenge intrinsic motivation when intellectual stimulation was high. In addition, a moderated mediation effect was found, such that the mediating effect of challenge intrinsic motivation for the relationship between learning goal orientation and creative performance was weaker when intellectual stimulation was high. No such moderation effect was found for enjoyment intrinsic motivation, providing further support for the differential roles of these two dimensions of intrinsic motivation.",
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Learning goal orientation and creative performance : the differential mediating roles of challenge and enjoyment intrinsic motivations. / LEUNG, Kwok; CHEN, Tingting; CHEN, Guoquan.

In: Asia Pacific Journal of Management, Vol. 31, No. 3, 09.2014, p. 811-834.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

TY - JOUR

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AU - CHEN, Tingting

AU - CHEN, Guoquan

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N2 - We develop a theoretical model to account for the effect of learning goal orientation on creative performance by distinguishing two dimensions of intrinsic motivation as mediators. Challenge intrinsic motivation is concerned with the interest in and excitement of solving problems and tackling complex tasks, whereas enjoyment intrinsic motivation is concerned with the enjoyment of task activities for self-expression and self-entertainment. Results from a sample of 189 Chinese employees support this model and show that learning goal orientation had significant positive relationships with both dimensions of intrinsic motivation, but only challenge intrinsic motivation was significantly related to creative performance and mediated the positive relationship between learning goal orientation and creative performance. As predicted, intellectual stimulation, a dimension of transformational leadership, showed a moderating effect, such that learning goal orientation was less strongly related to challenge intrinsic motivation when intellectual stimulation was high. In addition, a moderated mediation effect was found, such that the mediating effect of challenge intrinsic motivation for the relationship between learning goal orientation and creative performance was weaker when intellectual stimulation was high. No such moderation effect was found for enjoyment intrinsic motivation, providing further support for the differential roles of these two dimensions of intrinsic motivation.

AB - We develop a theoretical model to account for the effect of learning goal orientation on creative performance by distinguishing two dimensions of intrinsic motivation as mediators. Challenge intrinsic motivation is concerned with the interest in and excitement of solving problems and tackling complex tasks, whereas enjoyment intrinsic motivation is concerned with the enjoyment of task activities for self-expression and self-entertainment. Results from a sample of 189 Chinese employees support this model and show that learning goal orientation had significant positive relationships with both dimensions of intrinsic motivation, but only challenge intrinsic motivation was significantly related to creative performance and mediated the positive relationship between learning goal orientation and creative performance. As predicted, intellectual stimulation, a dimension of transformational leadership, showed a moderating effect, such that learning goal orientation was less strongly related to challenge intrinsic motivation when intellectual stimulation was high. In addition, a moderated mediation effect was found, such that the mediating effect of challenge intrinsic motivation for the relationship between learning goal orientation and creative performance was weaker when intellectual stimulation was high. No such moderation effect was found for enjoyment intrinsic motivation, providing further support for the differential roles of these two dimensions of intrinsic motivation.

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KW - Intellectual stimulation

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