Why and When Do Learning Goal Orientation and Attitude Decrease with Aging? The Role of Perceived Remaining Time and Work Centrality

Abstract

We conducted two studies to improve our understanding of why and when older workers are focused on learning. Based on socioemotional selectivity theory, which proposes that goal focus changes with age and the perception of time, we hypothesized and found that older workers perceive their remaining time at work as more limited than younger workers which, in turn, is associated with lower learning goal orientation and a less positive attitude toward learning and development. Furthermore, we hypothesized and found that high work centrality buffers the negative association between age and perceived remaining time, and thus the indirect negative effects of age on learning goal orientation and attitude toward learning and development (through perceived remaining time). These findings suggest that scholars and practitioners should take workers’ perceived remaining time and work centrality into account when examining or stimulating learning activities among aging workers.

Future Time Perspective in the Work Context: A Systematic Review of Quantitative Studies

“…In the same way, Zacher and Yang (2016) found that older employees in organizations with a positive organizational climate for successful aging had a higher focus on opportunities than older employees who did not work in an organization with such climate. Finally, Kooij and Zacher (2016) showed that high work centrality buffered the negative relationship between age and remaining time, as well as the negative indirect effects of age on learning goal orientation and on attitudes toward learning and development.…”

“…In addition, Kochoian et al (2016) found that both remaining time and focus on opportunities mediated the negative relationship between age and learning-self efficacy. Investigating only perceived remaining time, Kooij and Zacher (2016) found that it mediated the negative effects of age on learning goal orientation and on attitude toward learning and development. Zacher et al (2010) and Gielnik et al (2012, 2016) investigated only focus on opportunities.…”

“…Investigating perceived remaining time only, Kooij and Zacher (2016) reported positive relationships with growth motives ( r = 0.34 for learning goal orientation; r = 0.45 for attitude toward learning and development).…”

“…More specifically, age was strongly negatively related to remaining time at work ( r = -0.68, Froehlich et al, 2016; r = -0.64, Kooij and Zacher, 2016; average r = -0.71, Weikamp and Göritz, 2015; r = -0.82, Zacher and Frese, 2009) and positively to constrained perceived remaining time ( r = 0.81, Kochoian et al, 2016). To a lesser extent, age was negatively related to focus on opportunities at work ( r = -0.50, Froehlich et al, 2016; r = -0.41, Gielnik et al, 2012; r = -0.48, Gielnik et al, 2016; r = -0.43, Kochoian et al, 2016; average r = -0.44, Weikamp and Göritz, 2015; r = -0.60, Zacher and Frese, 2009; r = -0.72; Zacher and Frese, 2011; r = -0.50, Zacher et al, 2010).…”

“…However, similar to studies that investigated general FTP in the work context, studies that measured OFTP differ regarding the way they operationalize OFTP. For instance, some researchers choose to investigate only one dimension of OFTP, such as only focus on opportunities at work (e.g., Zacher et al, 2010; Schmitt et al, 2013b) or only remaining time at work (Kooij and Zacher, 2016); while others examined the two dimensions together (i.e., remaining time and focus on opportunities at work; e.g., Zacher and Frese, 2009; Weikamp and Göritz, 2015). Besides, in a later study, Zacher (2013) used a version of Carstensen and Lang’s (1996) FTP scale that was adapted to the work context and provided evidence for three distinct dimensions of OFTP: perceived remaining time, focus on opportunities, and focus on limitations.…”