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Affect, Curiosity, and Socialization-Related Learning: A Path Analysis of Antecedents to Job Performance

Journal of Business and Psychology volume 19, pages 3–22 (2004)Cite this article

Abstract

This study examined the influence of affect, curiosity, and socialization-related learning on job performance, with 233 service industry employees from a diverse variety of occupations completing surveys at their places of work. Both state and trait curiosity and socialization-related learning (learning associated with employee socialization) were hypothesized to mediate the relationship between affect (operationalized as state and trait anxiety and anger) and job performance. Structural equation analyses indicate that the data are consistent with the theoretical models proposed. As expected, anxiety negatively influences curiosity, socialization-related learning, and job performance; conversely, anger positively influences curiosity, socialization-related learning, and job performance. Overall, the findings suggest that affects indeed predict perception of job performance, but through the mediation of curiosity and the learning associated with the socialization process. These results highlight the importance of the complex interplay between affect, curiosity, and learning when thinking about successful employee socialization and best possible job performance.

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Authors and Affiliations

  1. Department of Leadership, Foundations, and Human Resource Education, University of Louisville, 331 Education Building, Louisville, KY, 40292, USA

    Thomas G. Reio Jr.

  2. Texas A & M University, USA

    Jamie L. Callahan

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  1. Thomas G. Reio Jr.
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Reio, T.G., Callahan, J.L. Affect, Curiosity, and Socialization-Related Learning: A Path Analysis of Antecedents to Job Performance. Journal of Business and Psychology 19, 3–22 (2004). https://doi.org/10.1023/B:JOBU.0000040269.72795.ce

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