Moderating effects of self‐efficacy for the relationship between training method and anxiety and stress reactions of newcomers
研究调查了198名新入职会计人员，发现自我效能感调节培训方法与焦虑的关系：低技术自我效能者接受正式培训时焦虑更低，而低学业自我效能者接受导师制培训时焦虑更高。
Abstract The purpose of this study was to examine the moderating effect of self‐efficacy for the relationship between training method and newcomers' anxiety and stress reactions. The two methods of training examined were formal orientation and training and tutorial training. A sample of 198 newly‐hired entry‐level accountants completed a questionnaire following their first few weeks of entry. The results indicated that self‐efficacy was negatively related to anxiety but not stress. However, a positive relationship between anxiety and stress suggested that self‐efficacy was indirectly related to stress through its relationship with anxiety. Further, self‐efficacy was found to moderate the relationship between training method and anxiety. Formal orientation and training was related to lower anxiety for newcomers with low technical self‐efficacy. The opposite result was found for tutorial training. Tutorial training was related to higher anxiety for newcomers with low academic self‐efficacy. The relationship between training and anxiety did not vary by training method for newcomers with high self‐efficacy. The research and practical implications of a self‐efficacy theory framework are discussed for the training, socialization, and adjustment of newcomers.