Self-Set learning goals and service performance in a gig economy: A Moderated-Mediation role of improvisation and mindful metacognition
基于目标设定理论，研究零工经济中Uber司机自我设定的学习目标如何通过即兴发挥影响服务绩效，并发现正念元认知正向调节即兴发挥与服务绩效的关系。
Drawing on goal-setting theory, the current research examines whether the indirect relationship between self-set, rather than assigned or participative, learning goals and an Uber driver’s service performance is positive and significant in an emerging work context, namely, the gig economy. In this regard, we hypothesized that there is a positive, significant relationship between self-set learning goals and a driver’s improvised ways to provide customer service. Building on metacognitive practice, we further hypothesized that a gig driver’s mindful metacognition positively moderates the relationship between improvisation and service performance. The overall hypothesis tested is that the indirect relationship between self-set learning goals and a gig driver’s service performance via improvisation is positive and significant, and this relationship is positively moderated by mindful metacognition. Data were collected from 149 gig drivers. Ordinary least squares regression-based path analyses revealed support for these hypotheses.