Language learning motivation plays an important role in both research and teaching, yet language learners are still largely understood in terms of North American and European cultural values. This research explored language learning motivation constructs in a Chinese cultural setting, where large numbers of students are required to study English. In Taiwan, 567 language learners responded to a survey concerning motivation orientation, expectancy, and self‐evaluated skill. Factor analysis and structural equation modeling were used to explore potential relationships within the framework of the process model. Expectancy was found to be an intervening construct between motivation orientations and self‐evaluated skill. The strongest link to expectancy was the required motivation, with the integrative motivation playing no significant role. The context of these findings is discussed in relation to Chinese cultural and educational history and a proposed motivator—the Chinese Imperative. Implications for teaching practice are explained, including the need to reconsider motivation constructs within non‐Western cultural settings.

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This study explored the relationships between psychological contract types and innovative behavior. We focused on the mediating effect of work engagement and the moderating effect of job resources (organizational and social resources). Participants were 267 dyads of research and development engineers and their supervisors from 30 high‐tech companies. Moderated path analysis was used to test the hypotheses. Findings showed that: (a) work engagement fully mediated the negative relationship between transactional contracts and innovative behavior; in addition, it also fully mediated the positive relationship between relational contracts and innovative behavior; and (b) job resources attenuated the former and strengthened the latter mediating effects. These findings contribute to understanding how, why, and when psychological contract types lead to innovative behavior via work engagement.

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Previous studies have documented inconsistent results in terms of the relationship between knowledge workers' perceived training investment and their turnover intentions. In order to clarify the inconsistencies, the present study extends previous research by exploring the moderating roles of perceived demandability (D-A) job fit and person-organisation (P-O) fit. Data were collected from 303 research and development (R&D) engineers from 30 high-technology firms in Taiwan. Hierarchical regression analyses were conducted to test the hypotheses. The results show that perceived D-A fit, P-O fit, and perceived training investment interact jointly to predict knowledge workers' turnover intentions. Specifically, while the main effect of perceived training investment on turnover intentions was negative, under situations of extremely high perceived D-A fit and extremely low P-O fit, the relationship between knowledge workers' perceived training investment and their turnover intentions became positive, and under situations of low perceived D-A fit and high P-O fit, the relationship between knowledge workers' perceived training investment and their turnover intentions remained negative. Theoretical and practical implications are also discussed.a pps_412 566..593Les études antérieures ont donné des résultats contradictoires quant aux relations entre la connaissance que les salariés perçoivent de l'investissement dans la formation et leurs intentions de changer. Dans le but de clarifier ces incohérences, la présente étude prend la suite de recherches antérieures en explorant les rôles modérateurs de la compatibilité perçue entre la compétence et les nécessités au travail (DA) et de la compatibilité entre la personne prise dans sa globalité et les caractéristiques de l'organisation qui l'emploie (PO). Les données ont été collectées auprès de 303 ingénieurs en recherche et développe-ment (R&D) de 30 entreprises de haute technologie à Taiwan. Des analyses de régression hiérarchique ont conduit à tester les hypothèses. Les résultats montrent que la compatibilité D-A, la compatibilité P-O et l'investissement perçu dans la formation interagissent conjointement pour prédire les intentions de changement des employés. Plus spécifiquement, alors que le principal effet de l'investissement perçu dans la formation sur les intentions de changement est négatif, dans des conditions de compatibilité D-A perçue comme étant basse et de compatibilité P-O haute, la relation entre la connaissance que les salariés perçoivent de l'investissement dans la formation et leurs intentions de changement reste négative. Les implications théoriques et pratiques sont aussi discutées.