Is Being a Good Learner Enough? An Examination of the Interplay Between Learning Goal Orientation and Impression Management Tactics on Creativity
研究徒弟的学习目标导向与印象管理策略如何交互影响导师提供的指导，进而影响徒弟的创造力。基于917对师徒的纵向数据，发现面向导师和自我的印象管理策略增强学习目标导向对导师指导的正向作用，而面向工作的策略则削弱该作用。
This study explores how protégés’ learning goal orientation (LGO) and impression management (IM) tactics interact to explain mentors’ provision of mentoring functions and ultimately, protégés’ creativity. Using longitudinal data from 917 mentor–protégé dyads participating in an 8‐month mentoring program, we found that protégés’ mentor‐focused and self‐focused IM tactics strengthened the relationship between protégés’ LGO and the extent of mentoring provided by mentors, whereas job‐focused IM tactics weakened this relationship. Moreover, these IM tactics moderated the indirect effect of protégés’ LGO on protégés’ creativity through the extent of mentoring provided by mentors. Implications for organizational theory and practice are discussed.