NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Beckmann, Nadin; Wood, Robert E.; Minbashian, Amirali; Tabernero, Carmen – Learning and Individual Differences, 2012
We examined the impact of members' implicit theories of ability on group learning and the mediating role of several group process variables, such as goal-setting, effort attributions, and efficacy beliefs. Comparisons were between 15 groups with a strong incremental view on ability (high incremental theory groups), and 15 groups with a weak…
Descriptors: Cooperative Learning, Group Dynamics, Theories, Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Minbashian, Amirali; Wood, Robert E.; Beckmann, Nadin – Journal of Applied Psychology, 2010
The present study examined the viability of incorporating task-contingent units into the study of personality at work, using conscientiousness as an illustrative example. We used experience-sampling data from 123 managers to show that (a) momentary conscientiousness at work is contingent on the difficulty and urgency demands of the tasks people…
Descriptors: Industrial Psychology, Personality Traits, Cues, Responses
Peer reviewed Peer reviewed
Direct linkDirect link
Earl, Joanne K.; Minbashian, Amirali; Sukijjakhamin, Aun; Bright, Jim E. H. – Journal of Vocational Behavior, 2011
This paper extends earlier research exploring the relationship between career decision status and work outcomes by examining resignation behavior in a group of new graduates five years after initial appointment. On appointment various measures were collected including career decision status variables. Earlier research identified a significant…
Descriptors: Career Choice, Persistence, Graduates, Career Change
Peer reviewed Peer reviewed
Direct linkDirect link
Minbashian, Amirali; Huon, Gail F.; Bird, Kevin D. – Higher Education: The International Journal of Higher Education and Educational Planning, 2004
Previous research has generally failed to find a relation between the way students approach the task of studying and their exam grades. The present study investigated why it is that a deep approach to studying, which has been shown to result in a higher quality of learning, does not consistently result in higher exam grades. The participants in…
Descriptors: Questionnaires, Psychology, Grades (Scholastic), College Students