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고성과 동료와의 비교맥락에서 목표지향성이 관찰학습에 미치는 효과: 자기설정 목표수준의 차별적 매개효과

The effect of goal-orientation on observational learning within the context of comparison with a high-performing coworker: The differential mediating effect of self-setting goal level

유태용|최효임
한국산업및조직심리학회 (Korean Society for Industrial and Organizational Psychology)|2021.11|한국심리학회지: 산업 및 조직 (Korean Journal of Industrial and Organizational Psychology)|제34권 제4호|pp. 697-721|DOI https://doi.org/10.24230/kjiop.v34i4.697-721

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참고문헌

키워드

observational learning학습목표지향성learning goal orientation관찰학습증명목표지향성고성과자상향 사회비교자기설정목표higher performerupward social-comparisonperformance prove goal orientationself-set goal
주제분류심리과학

초록

고성과 동료의 행동을 관찰하고 이를 개인의 수행에 적용시키는 사람은 누구일까? 본 연구의 목적은 개인에게 위협적으로 인식될 수 있는 고성과 동료와의 상호작용에서 고성과 동료의 행동을 관찰하여 학습하는 성향의 사람이 누군지 확인하는 데 있다. 구체적으로 학습목표지향성과 증명목표지향성의 수준이 고성과 동료의 행동에 대한 관찰학습에 미치는 영향을 살펴보았다. 또한 동기화된 행동이론을 바탕으로 목표지향성의 유형에 따라 목표 설정 시 서로 다른 참조점(자기 수행 수준 vs. 타인 수행 수준)을 기준으로 목표수준을 높게 설정할 것으로 예측하였다. 미국에 거주하는 현직자를 대상으로 설문조사를 실시하여 총 221명의 자료를 분석한 결과, 학습목표지향성과 관찰학습은 정적인 관련이 있었고, 증명목표지향성도 관찰학습과 정적인 관련이 있었다. 자기참조 목표수준은 학습목표지향성과 관찰학습 간의 관계를 매개하는 것으로 나타났고, 타인참조 목표수준은 증명목표지향성과 관찰학습 간의 관계를 매개하는 것으로 나타났다. 이러한 연구결과를 바탕으로 연구의 의의, 제한점 및 향후 연구과제에 대해 논의하였다.

Abstract

Why some learn lessons from a high-performing coworker’s behavior and apply to themselves whilst others do not? The aim of the current research is to understand the characteristics of those who do learn lessons by observing high-performing coworker’s behaviors even though the interaction with them may be threatening. Specifically, we suggest that high-LGO(learning goal orientation) individuals and high-PPGO(performance prove goal orientation) individuals are observing high-performing coworker's behavior intention. Also, based on the motivated action theory, we argue that individuals with a different goal orientation set higher goal level with a different referenced goal level (i.e., self vs. other). The data from American full-time employees (n=221) has revealed that both LGO and PPGO had a positive relationship with observational learning. In addition, self-referenced goal level mediated the relationship between LGO and observational learning, while other-referenced goal level mediated the relationship between PPGO and observational learning. Based on the results, the implications of this study and the directions for future researches were discussed with limitations.

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