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It's Personal: An Exploration of Students' (Non) Acceptance of Management Research

机译：它是个人的：对学生（非）管理研究接受的探索

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摘要

Management educators often assume that research-based arguments ought to be convincing to students. However, college students do not always accept even well-documented research findings. Among the reasons this might happen, we focus on the potential role of psychological mechanisms triggered by scholarly arguments that affect students' self-concepts, leading them to engage in self-enhancing or self-protective responses. We investigated such processes by examining students' reactions to a research argument emphasizing the importance of intelligence to job performance, in comparison to their reactions to research arguments emphasizing the importance of emotional intelligence or fit. Consistent with our predictions, students were less likely to accept the argument for the importance of intelligence compared to the alternative, less threatening, arguments (i.e., the importance of emotional intelligence or fit). Further, acceptance of the argument about the importance of intelligence was affected by students' grade point average (GPA) and moderated by their emotional stability. Specifically, consistent with self-enhancement theory, students with lower GPAs were more likely to reject the argument for intelligence and give self-protective reasons for their responses, whereas students with higher GPAs were more likely to accept the argument and give self-enhancing reasons. Implications for future research and for management teaching are discussed.
机译：管理教育者通常认为基于研究的论点应该对学生具有说服力。但是，大学生甚至不总是接受有据可查的研究结果。在这种情况可能发生的原因中，我们集中于影响学生自我概念的学术论证引发的心理机制的潜在作用，从而导致他们进行自我增强或自我保护的反应。我们通过检查学生对强调智能对工作绩效重要性的研究论点的反应，与他们对强调情绪智力或适合的重要性的研究论点的反应进行比较，来研究此类过程。与我们的预测一致，相较于其他选择，威胁较小的论点（即情绪智力或健康的重要性），学生不太可能接受关于智力重要性的论证。此外，关于智力重要性的观点的接受受到学生平均成绩（GPA）的影响，并受到他们情绪稳定性的影响。具体而言，与自我增强理论相一致，具有较低GPA的学生更有可能拒绝智力论证并给出自我保护的理由，而具有较高GPA的学生则更有可能接受该论证并提出自我增强的理由。讨论了对未来研究和管理教学的意义。

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  • 来源
    《Academy of management learning & education》 |2016年第2期|207-231|共25页
  • 作者

    Caprar Dan V.; Do Boram; Rynes Sara L.; Bartunek Jean M.;

  • 作者单位

    UNSW Australia, Sydney, NSW, Australia;

    Boston Coll, Management & Org, Chestnut Hill, MA 02167 USA;

    Univ Iowa, Excellence, Iowa City, IA 52242 USA|Univ Iowa, Tippie Coll Business, Management & Org, Iowa City, IA 52242 USA;

    Boston Coll, Management & Org, Chestnut Hill, MA 02167 USA;

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