Perceived overqualification and cyberloafing: the role of learning and performance climate
Author:
Funder
National Natural Science Foundation of China
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-03913-2.pdf
Reference62 articles.
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3. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261. https://doi.org/10.1037/0022-0663.84.3.261
4. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267. https://doi.org/10.1037/0022-0663.80.3.260
5. Andel, S., Pindek, S., & Arvan, M. L. (2022). Bored, angry, and overqualified? The high- and low-intensity pathways linking perceived overqualification to behavioural outcomes. European Journal of Work and Organizational Psychology, 31(1), 47–60. https://doi.org/10.1080/1359432x.2021.1919624
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