Just do it or do it right? How regulatory mode relates to perceived responsibility and opportunity in collaborations
Just do it or do it right? How regulatory mode relates to perceived responsibility and opportunity in collaborations
复制标题
只是做还是做对了？
DOI：
10.1016/j.paid.2021.110776
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发表时间：
2021
影响因子：
4.3
通讯作者：
Sassenberg
中科院分区：
文献类型：
--
作者：
Scholl;Wenzler;Ellemers;Scheepers;Sassenberg
在许多情况下，人们会与他人协作来完成任务。协作提供了实现目标的机会(例如，结合专业知识和分担工作量)，但也有责任确保一切顺利进行(例如，工作分配适当，并考虑到不同的贡献)。成功的协作可能需要两种类型的人--那些考虑机会的人和那些认识到责任的人。但如何识别这些人呢？本研究研究了人们的调节模式在促使他们关注合作的机会或责任方面所起的作用。超越之前的工作，我们预测，“继续前进”达到预期结果的移动模式将主要与将协作视为这样做的机会相关联；相反，评估如何“正确地做事情”的评估模式应与将协作主要视为一种责任相关联。在多个研究背景下的七项研究(N=1318)发现了预测关系的元分析证据(比替代关系更多)。因此，人们通常针对期望的最终状态调整行为的方式有助于理解他们可能如何感知(并可能参与)与他人的合作。
In many contexts, people collaborate with others to complete tasks. Collaboration providesopportunitiesto achieve goals (e.g., to combine expertise and split workload), but alsoresponsibilitiesto ensure that things go well (e.g., that work assignments are appropriate and that different contributions are taken into account). Successful collaboration likely requires both types of individuals—those who consider the opportunities and those who recognize the responsibilities. But how can these people be identified? The present research studied the role of people's regulatory mode as predisposing them to focus on the opportunity or responsibility of collaboration. Going beyond prior work, we predicted that a locomotion mode to “move on” towards desired outcomes would primarily be associated with perceiving collaboration as an opportunity to do so; in contrast, an assessment mode to evaluate how to “do things right” should be linked to perceiving collaboration primarily as a responsibility. Seven studies (N= 1318) across multiple study contexts found meta-analytical evidence for the predicted relations (more so than for alternative relations). Accordingly, the way in which people typically regulate behavior towards desired end-states contributes to understanding how they likely perceive (and potentially engage in) collaborations with others.
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DOI：
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DOI：
10.1348/978185409x412444
发表时间：
2009
期刊：
The British journal of educational psychology
影响因子：
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