常存的认知多样性:多愁善感和创造性自我效能在实现双手灵巧行为中的中介作用

IF 3.7 2区 教育学 Q1 Social Sciences
Paola S. Arce-López, Dainelis Cabeza-Pullés, Antonia Ruiz-Moreno, Teresa Ortega-Egea
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引用次数: 0

摘要

之前的研究并没有确定感知到的认知多样性是否会转化为优势。本研究对认知多样性与双灵巧的关系进行了实证研究。它不仅分析了员工的行为和特质(创造性自我效能感和多愁善感)对提高“双手灵巧”能力的直接影响,也分析了间接影响。本研究以自我效能理论和特质激活理论为基础,后者研究情境中的人格特质(多愁善感)(认知多样性)和特定行为的潜在倾向(双灵巧行为)。我们使用结构方程模型(SEM)对211名公共雇员的样本数据进行了分析。结果表明,认知多样性对双手灵巧行为有直接的正向影响,而行为和特质对二者的关系有中介作用。自我效能感和多愁善感是一种必须与多样性共同管理的态度,这样它们才不会成为威胁员工两面性的因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Ever-present cognitive diversity: The mediating role of sentimentality and creative self-efficacy in achieving ambidextrous behavior

Ever-present cognitive diversity: The mediating role of sentimentality and creative self-efficacy in achieving ambidextrous behavior
Previous research has not determined whether perceived cognitive diversity translates into an advantage. This study explores empirically the relationship of cognitive diversity to ambidexterity. It analyzes not only the direct but also the indirect influence through employees’ behavior and traits (creative self-efficacy and sentimentality) that improve the capability of being ambidextrous. We ground this study in self-efficacy theory, and trait activation theory, which studies personality traits (sentimentality) in context (cognitive diversity) and latent inclination to behave in a specific manner (ambidextrous behavior). We used structural equations modeling (SEM) with data from a sample of 211 public employees. The results show both a positive direct effect of perceived cognitive diversity on ambidextrous behavior and a mediating effect of behavior and traits on the relationship. Self-efficacy and sentimentality are attitudes that must be managed jointly with diversity, so that they are not can make them a factor that threatens employees’ ambidexterity.
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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