Motivating Behavioral Persistence: The Self-As-Doer Construct

Houser‐Marko, Linda; Sheldon, Kennon M.

doi:10.1177/0146167206287974

Cited by 52 publications

(62 citation statements)

References 20 publications

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“…The unique variance explained in the outcomes due to OSPHI was 6 percent to 13 percent beyond control variables of organizational tenure, gender, and organizational identification. This supports our contention that considering the self-as-doer (Houser-Marko & Sheldon, 2006) and the self-as-member provides an enhanced understanding of employee work outcomes in specific contexts. Grant et al (2008) demonstrated that prosocial identity and employee views of the organizationˈs prosocial identity predicted commitment toward beneficiaries.…”

Section: Theoretical Implicationssupporting

confidence: 85%

“…Identity theory emphasizes the meanings that people apply to themselves based on the roles they assume (Burke, 1991). These identities reflect what Houser- Marko and Sheldon (2006) called the "self as doer" because roles beget action. Someone with a volunteer identity volunteers (Van Dyne & Farmer, 2005), and someone with a helping identity helps (Farmer & Van Dyne, 2010).…”

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confidence: 99%

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Organization‐specific prosocial helping identity: Doing and belonging as the basis of “being fully there”

Farmer

Dyne

2016

J Organ Behavior

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SummaryIdentity theory and social identity theory focus on doing and belonging, respectively, but neither provides a complete picture of being "fully there" at work (Kahn, 1992). This three-wave lagged field study links these two perspectives by proposing that beneficiary-specific prosocial helping identity, met expectations for prosocial helping, and their interaction predict the strength of a contextualized, organization-specific prosocial helping identity (OSPHI) targeted at those same beneficiaries and that OSPHI leads to positive employee work outcomes. Results provide strong support for the model and demonstrate that beneficiary-specific prosocial helping identity had indirect relationships with intent to stay with the organization, experienced work meaning, and emotional exhaustion (negative), via OSPHI, only when met expectations for prosocial helping were weak. We discuss the value of OSPHI as an important construct that reflects the psychological state of "being fully there" at work and predicts subsequent employee work outcomes. Copyright © 2016 John Wiley & Sons, Ltd.Keywords: prosocial identity; organization-specific prosocial helping identity; met expectations; doing and belonging; "being fully there""Identity is peopleˈs source of meaning and experience." Manuel Castells, The Power of Identity, Castells, 2010, p. 6 Identity and identification are "root constructs" in organizational science (Albert, Ashforth, & Dutton, 2000, p. 13) because "every entity needs to have a sense of who or what it is, who or what other entities are, and how the entities are associated" (Ashforth, Harrison, & Corley, 2008, p. 326). Identity theory emphasizes the meanings that people apply to themselves based on the roles they assume (Burke, 1991). These identities reflect what Houser- Marko and Sheldon (2006) called the "self as doer" because roles beget action. Someone with a volunteer identity volunteers (Van Dyne & Farmer, 2005), and someone with a helping identity helps (Farmer & Van Dyne, 2010). Social identity theory and its close relation, self-categorization theory, on the other hand, focus on the meanings people apply to themselves based on group membership (Tajfel & Turner, 1986;Turner, Hogg, Oakes, Reicher, & Wetherell, 1987). These identities reflect social categorization of the self as part of a larger collective (Hogg & Terry, 2000). In contrast to identity theory, which focuses on the self as doing, social identity theory focuses on the self as belonging. This sense of belonging can focus on the group (e.g., Van Knippenberg & van Schie, 2000), the organization (e.g., Mael & Ashforth, 1992), or other collectives.These perspectives on identity and roles (doing) versus social identity and membership (belonging) are important because each has provided conceptual and predictive utility (Hogg, Terry, & White, 1995 Research Article based on role. Nevertheless, given the strongly established traditions of each theory, they are not usually considered together as joint bases of identity. Considered alone neither prov...

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Section: Theoretical Implicationssupporting

confidence: 85%

mentioning

confidence: 99%

Organization‐specific prosocial helping identity: Doing and belonging as the basis of “being fully there”

Farmer

Dyne

2016

J Organ Behavior

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“…When an interesting activity becomes so important that it contributes to one's identity or has the potential to do so in the future, individuals are more likely to become passionate about this particular activity. Indeed, enjoying science and having the perception that one may become a scientist later on (a possible self, Markus & Nurius, 1986 ) should make this potential identity element salient, thereby facilitating its internalization in identity (Houser-Marko & Sheldon, 2006 ) and the development of passion for this fi eld.…”

Section: On the Development Of Passionmentioning

confidence: 99%

The Dualistic Model of Passion: Theory, Research, and Implications for the Field of Education

Vallerand

2016

Building Autonomous Learners

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“…The ability to persist on a task can be influenced by motivation traits like need for achievement and mastery motivation (Atkinson, 1960;Feather, 1963;Sigman, Cohen, Beckwith, & Topinka, 1987), the person's skill level, perception of task difficulty (Sigman et al, 1987), and self-perception (Houser-Marko & Sheldon, 2006). Two fundamental skills related to task persistence is the ability to focus attention on a task and the ability to handle mental effort and frustration (Deater-Deckhard, Petrill, & Thompson, 2007;Sigman et al, 1987).…”

Section: Attention Controlmentioning

confidence: 99%

Childhood Self-Regulation, Academic Achievement, and Occupational Attainment

Andersson¹

2012

PsycEXTRA Dataset

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The general aim of this thesis was to extend knowledge of the interplay between self-regulation (SR) skills during childhood in relation to academic achievement and later adult educational and occupational attainment.Previous research has shown that cool SR (i.e., cognitive) is more closely linked to academic achievement than hot SR (i.e., motivational/emotional). However, studies investigating both cool and hot SR in relation to academic achievement have been restricted to young children. Therefore, Study I assessed cool and hot SR in relation to academic achievement over a longer time period. The results showed that cool SR at age 3 was related to achievement already at age 6. Hot SR at age 3 did not predict achievement until later on in elementary school.Study II investigated the contribution of interference control and attention skills at age 6 to concurrent and later academic achievement at age 10. As the learning material becomes increasingly more complex throughout elementary school and teachers may give less support, interference control was expected to have a delayed effect on academic achievement relative to attention skills. Results showed that attention skills were related to academic achievement at age 6, whereas interference control only predicted academic achievement at age 10.Study III investigated task persistence in young adolescence in relation to academic achievement later in school and educational and occupational attainment in midlife. Results showed that task persistence contributed to change in grades between ages 13 and 16. Further, task persistence predicted later educational and occupational attainment (men only). Importantly, individual differences in intelligence, motivation, social background, and later educational attainment did not account for these effects. The findings point to a fundamental role of self-regulation in childhood for successful academic achievement and later attainment in adulthood.

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Motivating Behavioral Persistence: The Self-As-Doer Construct

Cited by 52 publications

References 20 publications

Organization‐specific prosocial helping identity: Doing and belonging as the basis of “being fully there”

Organization‐specific prosocial helping identity: Doing and belonging as the basis of “being fully there”

The Dualistic Model of Passion: Theory, Research, and Implications for the Field of Education

Childhood Self-Regulation, Academic Achievement, and Occupational Attainment

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