Trait, state, and task-contingent conscientiousness: Influence on learning and transfer

Huang, Jason L.; Bramble, Reed J.

doi:10.1016/j.paid.2015.12.043

Cited by 26 publications

(24 citation statements)

References 30 publications

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“…The present study extends previous work on TCC by Minbashian et al () and others (e.g., Huang & Bramble, ; Huang & Ryan, ) in several ways. First, although the previous research has established TCC as a substantive construct that is independent of trait conscientiousness, little is known about the mediating processes that underlie it, and that contribute to individual differences in the construct.…”

Section: Introductionsupporting

confidence: 91%

“…Participants were asked to think of the task they were performing and rate (a) how hard they were working on it, (b) how efficiently they were working on it, (c) how systematically they were working on it, and (d) how focused they were on the task. These items broadly represent the various facets of conscientiousness and have been used in measures of the construct (e.g., Huang & Bramble, ; Saucier, ).…”

Section: Methodsmentioning

confidence: 99%

“…Unlike trait conscientiousness (which describes individual differences in the general tendency to behave conscientiously across situations), TCC captures a dynamic aspect of personality (i.e., individual differences in the dynamics of conscientiousness across situations). Empirically, TCC has been shown to vary independently of trait conscientiousness (Huang & Bramble, ; Minbashian et al, ) and other traits such as self‐monitoring (Huang & Ryan, ). In terms of their proposed antecedents, trait conscientiousness has been associated with differences in brain structures (e.g., DeYoung et al, ), whereas TCC mainly reflects underlying knowledge structures that are acquired over time (see Minbashian et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…In terms of their proposed antecedents, trait conscientiousness has been associated with differences in brain structures (e.g., DeYoung et al, ), whereas TCC mainly reflects underlying knowledge structures that are acquired over time (see Minbashian et al, ). With respect to outcomes, TCC predicts measures of adaptive performance (Minbashian et al, ) and learning transfer (Huang & Bramble, ) over and above the effects of trait conscientiousness. Consequently, assessing TCC is likely to be useful in aiding personnel selection decisions for jobs that require learning and adaptability.…”

Section: Introductionmentioning

confidence: 99%

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Emotional intelligence and individual differences in affective processes underlying task‐contingent conscientiousness

2017

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Organisational researchers have recently begun to focus on the more dynamic aspects of personality in the workplace. The present study examines individual differences in the affective processes that underlie one such dynamic construct, task-contingent conscientiousness. Using experience sampling data collected over 3 weeks from 201 managers, we show (a) that individuals differ substantially from each other in the paths that connect task demand, positive and negative affect, and conscientious behaviour; (b) that these individual differences cohere to define person School, UNSW Sydney. His research focuses on the effects of personality and individual differences, emotions, motivation, and time-varying factors (such as experience) on performance at work. Dr Nadin Beckmann is a psychologist and an Associate Professor at the School of Education at Durham University, UK. Her current research projects focus on the dynamic, process-oriented approaches to personality. Other related research interests include psychometric assessment, feedback processing, and technologybased learning. Robert Wood is professor at the AGSM. He completed his PhD at the University of Washington. His current research focuses on dynamic approaches to personality, emergent leadership, and adaptability. How to cite this article: Minbashian A, Beckmann N, Wood RE. Emotional intelligence and individual differences in affective processes underlying task-contingent conscientiousness.

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Section: Introductionsupporting

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emotional intelligence and individual differences in affective processes underlying task‐contingent conscientiousness

2017

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“…Two hundred forty-three participants completed the research study on computer-based learning and transfer (see Huang, Blume, Ford, & Baldwin, 2015). Participants were instructed that the study consisted of three parts: (a) an online survey about personality; (b) an online problem-solving test; and (c) a laboratory session involving a computer-based training program developed in Huang and Bramble (2016).…”

Section: Study 1 Laboratory Study About the Confounding Effectmentioning

confidence: 99%

Distinct Methods, Biased Nonetheless: Insufficient Effort Responding as a Potential Confound

Huang¹

2018

Proceedings

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Promoting transfer of hybrid training: Interaction of task‐contingent conscientiousness and supervisor support

Blume

Huang

Wang

et al. 2022

Human Resource Dev Quarterly

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Research on training has accumulated knowledge of factors influencing transfer of training. However, little is known about how these factors interact to impact training activity level and training transfer. Based on recent advances in the contingency approach to personality, we examine person–situation interaction by testing how task‐contingent conscientiousness influences trainees to utilize supervisor support differently during training and transfer. We situate the current investigation in hybrid management training courses where a field sample of employees (N = 200) first attended required in‐person workshops and then received voluntary online modules. Results show that task‐contingent conscientiousness moderated both the linkage between supervisor support and training activity level and the linkage between training activity level and transfer of training. Specifically, for trainees with higher task‐contingent conscientiousness, supervisor support tended to have a stronger association with training activity level, and training activity level tended to translate into more transfer of training. Our findings provide unique insights into when supervisor support may be more beneficial depending on trainees' individual differences. We discuss the theoretical and practical implications of this research.

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Trait, state, and task-contingent conscientiousness: Influence on learning and transfer

Cited by 26 publications

References 30 publications

Emotional intelligence and individual differences in affective processes underlying task‐contingent conscientiousness

Emotional intelligence and individual differences in affective processes underlying task‐contingent conscientiousness

Distinct Methods, Biased Nonetheless: Insufficient Effort Responding as a Potential Confound

Promoting transfer of hybrid training: Interaction of task‐contingent conscientiousness and supervisor support

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