The relationship between self-efficacy for participating in self-managed work groups and the big five personality dimensions

Thoms, Peg; Moore, Keirsten S.; Scott, K. S.

doi:10.1002/(sici)1099-1379(199607)17:4<349::aid-job756>3.0.co;2-3

Cited by 157 publications

(125 citation statements)

References 33 publications

(42 reference statements)

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“…Research also indicates that organizations should carefully consider personality types and individual differences when implementing self-managed teams (Thoms, Moore, & Scott, 1996;Chatman & Barsade, 1995). Thoms et al conducted a study of 126 employees in a manufacturing firm that was considering implementing self-managed work groups and found that personality types, attitudes, and dispositions were significantly related to self-efficacy and performance.…”

Section: Discussionmentioning

confidence: 99%

Students' Perceptions of Their Learning Experiences in an Authentic Instructional Design Context

Dabbagh¹,

Blijd²

2010

Interdisciplinary Journal of Problem-Based Learning

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The purpose of this case study was to examine students' perceptions of their learning experiences while working on a real world instructional design project in a performance oriented team in the context of a situated and problem-based learning environment. Participants were 11 graduate students enrolled in a learning-by-doing instructional design program. The results revealed that, overall, students had a positive perception of their learning experiences despite difficulties related to managing expectations, which led to initial feelings of anxiety and confusion. These expectations were primarily related to the nature of the project, the degree of scaffolding provided, and teamwork.

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Section: Discussionmentioning

confidence: 99%

Students' Perceptions of Their Learning Experiences in an Authentic Instructional Design Context

Dabbagh¹,

Blijd²

2010

Interdisciplinary Journal of Problem-Based Learning

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“…Schwarzer (1994) reported that the personality traits of achievement motivation, extraversion, and neuroticism correlated with self-efficacy. Also, Thoms, Moore, and Scott (1996) found significant correlations between achievement motivation, neuroticism, and extraversion and self-efficacy for participating in self-managed groups. More recently, Judge et al (2000) found that neuroticism was strongly related to generalized self-efficacy (r 5 À.60).…”

Section: The Present Studymentioning

confidence: 93%

Complex Relationships Among Personality Traits, Job Characteristics, and Work Behaviors

Berg

Feij

2003

Int J Selection Assessment

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The aim of the study was to investigate the additive, mediating, and moderating effects of personality traits and job characteristics on work behaviors. Job applicants (N 5 161) completed personality questionnaires measuring extraversion, neuroticism, achievement motivation, and experience seeking. One and a half years later, supervisors rated the applicants' job performance, and the job incumbents completed questionnaires about skill variety, autonomy, and feedback, work stress, job satisfaction, work self-efficacy, and propensity to leave. LISREL was used to test 15 hypotheses. Perceived feedback mediated the relationship between achievement motivation and job performance. Extraversion predicted work self-efficacy and job satisfaction. Work stress mediated the relationship between neuroticism and job satisfaction. Job satisfaction and experience seeking were related to propensity to leave. Autonomy, skill variety, and feedback were related to job satisfaction.

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“…As a result, extraverts should not only be comfortable interacting with others but also be relatively uninhibited by fears of being evaluated or criticized by others (Feist, 1998;Thoms, Moore, & Scott, 1996).…”

Section: Member Extraversionmentioning

confidence: 99%

The Personality Composition of Teams and Creativity: The Moderating Role of Team Creative Confidence

Baer

Oldham

Jacobsohn

et al. 2008

Journal of Creative Behavior

111

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We examined the possibility that teams composed primarily of individuals with personality characteristics conducive to team creativity (e.g., high extraversion, high openness to experience, low conscientiousness, high neuroticism, low agreeableness) would show synergistic increases in creativity when they experienced high levels of "team creative confidence", a shared understanding that the team is more creative than each team member individually. We tested these hypotheses using a sample of 145 three-student teams that worked on a set of idea generation tasks at Time 1 (T1) and a second set two weeks later at Time 2 (T2). As expected, results of cross-lagged regression analysis indicated that when team creative confidence at T1 was high, team creativity at T2 increased quadratically as the number of team members who scored high on extraversion, high on openness, or low on conscientiousness increased. However, the number of individuals composing a team who scored high on neuroticism or low on agreeableness had no relation to team creativity under conditions of high or low team creative confidence. Implications of these results for the design of creative teams are discussed.

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The relationship between self-efficacy for participating in self-managed work groups and the big five personality dimensions

Cited by 157 publications

References 33 publications

Students' Perceptions of Their Learning Experiences in an Authentic Instructional Design Context

Students' Perceptions of Their Learning Experiences in an Authentic Instructional Design Context

Complex Relationships Among Personality Traits, Job Characteristics, and Work Behaviors

The Personality Composition of Teams and Creativity: The Moderating Role of Team Creative Confidence

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