The purpose of the present research was to examine the reliability, validity and factorial structure of the Korean version of Multidimensional Calling Measure(MCM). The items from the original scale were translated into Korean and back-translated prior to the distribution to 385 working adults in various vocations. Internal and external values were used in order to test convergent and discriminant validities, and Brief Calling Scale and Korean version of the Calling and Vocation Questionnaire(CVQ-K) were used in terms of examining concurrent validity. In addition, autonomy was used as the independent variable, and several work-related variables(career commitment, organizational commitment, organizational identification, and burnout) as well as life-related variables (meaning in life and life satisfaction) were used as dependent variables for testing predictive validity. Results from the confirmatory factor analysis supported the three factor structure in the Korean version, as in the original scale. MCM-K showed higher correlation with the internal value than the external value, and it also showed significant positive relationship with both Brief Calling Scale(BCS) and Korean version of Calling and Vocation Questionnaire(CVQ-K). Furthermore, the relationships with independent and dependent variables were consistent with previous research, confirming the predictive validity of the scale. Such results altogether imply that MCM-K is a reliable and valid tool for measuring and studying the concept of calling within Korean society. Directions for future research and limitations were also discussed.
The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. Specifically, the mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. To gain accurate information, we confirmed the results in a serial order. First, the relationship between calling and continuous learning activity was mediated by learning and performance- approach goal orientation, but not the performance-avoidance goal orientation. Second, perceived learning support moderated the relationships between learning goal orientation and continuous learning activity, and between performance-approach goal orientation and continuous learning activity. Third, perceived learning support moderated the mediating effect of learning and performance-approach goal orientation on the relationship between calling and continuous learning activity. Such results imply that calling can foster continuous learning activity by bringing about motivational influence in terms of learning and performance- approach goal orientation. In addition, our research suggests that the relationship between each goal orientation and continuous learning activity might differ depending on the level of perceived learning support. The significance and limitations of our findings are also discussed.
The goal of the present study was to examine the influence of goal orientation and perceived learning support on the relationship between calling and continuous learning activity within the organizational context. Specifically, the mediating effects of three different types of goal orientation in the relationship between calling and continuous learning activity and the moderated mediation model of goal orientation and perceived learning support were examined. To gain accurate information, we confirmed the results in a serial order. First, the relationship between calling and continuous learning activity was mediated by learning and performanceapproach goal orientation, but not the performance-avoidance goal orientation. Second, perceived learning support moderated the relationships between learning goal orientation and continuous learning activity, and between performance-approach goal orientation and continuous learning activity. Third, perceived learning support moderated the mediating effect of learning and performance-approach goal orientation on the relationship between calling and continuous learning activity. Such results imply that calling can foster continuous learning activity by bringing about motivational influence in terms of learning and performanceapproach goal orientation. In addition, our research suggests that the relationship between each goal orientation and continuous learning activity might differ depending on the level of perceived learning support. The significance and limitations of our findings are also discussed.
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