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Emotional support potential: regulatory focus and competence predictors

机译：潜在的情感支持：监管重点和能力预测因素

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摘要

Purpose - The purpose of this paper is to explore individual and contextual predictors of emotional support potential in training. Design/methodology/approach - Relative weight analysis was used to assess the importance of individual (trainee regulatory focus) and contextual (trainer competence) predictors of emotional support potential in training. Findings - Individual differences in self-regulation including promotion and prevention focus explained emotional support potential to a greater extent than did trainer competence. Research limitations/implications - For future research, further testing the current propositions can emphasize broader contextual predictors (e.g. support from trainees' social context). Practical implications - A number of studies have indicated that social aspects of training are important; however, no one has yet examined predictors of emotional support. Consequently, understanding an individual's regulatory focus and personality can be an important way to improve emotional support potential. Originality/value - This is the first study to examine predictors of emotional support potential in a training context and links trainee regulatory focus to this outcome.
机译：目的-本文的目的是探讨训练中情感支持潜力的个体和情境预测因素。设计/方法/方法-相对权重分析用于评估培训中情绪支持潜力的个体（受训者管理重点）和情境（受训者能力）预测因子的重要性。发现-自我调节的个体差异（包括促进和预防重点）比培训者的能力在更大程度上解释了情感支持的潜力。研究局限性/含义-对于将来的研究，进一步测试当前的命题可以强调更广泛的情境预测因素（例如，受训人员社会背景的支持）。实际意义-大量研究表明，培训的社会方面很重要；然而，还没有人检查过情绪支持的预测因子。因此，了解个人的监管重点和个性可能是提高情绪支持潜力的重要方法。独创性/价值-这是第一项研究，旨在在训练中检验情绪支持潜力的预测因素，并将受训者的监管重点与这一结果联系起来。

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