Organizational commitment and grade point average in MBA students: The moderating effect of allocentric and idiocentric tendencies
DOI:
https://doi.org/10.24320/redie.2019.21.e26.2122Keywords:
Business education, grade point average (GPA), personality traitsAbstract
The aim of this study was to examine the relationship between organizational commitment and grade point average (GPA) in MBA students. We also analyzed whether the students´ allocentric and idiocentric tendencies moderate this relationship. A survey was carried out in the university in mention (n= 80). The results indicate that organizational commitment and GPA have a negative relationship that amplifies at high levels of allocentric tendencies and diminishes when idiocentric tendencies are high. In general, organizational commitment is desirable for organizations but it could have negative effects on the grades of those persons who simultaneously study and work.Downloads
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References
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Allen, N. y Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63, 1-18. doi:10.1111/j.2044-8325.1990.tb00506.x
Alshehri, A. (2017). Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model. Research in International Business and Finance, 41, 423-433. doi:10.1016/j.ribaf.2017.04.050
ANUIES (2016). Anuario Estadístico de Educación Superior. Ciclo escolar 2015-2016 (posgrado). Recuperado de http://www.anuies.mx/iinformacion-y-servicios/informacion-estadistica-de-educacion-superior/anuario-estadistico-de-educacion-superior
Caldwell-Harris, C. y Aycicegi, A. (2006). When personality and culture clash: the psychological distress of allocentrics in an individualist culture and idiocentrics in a collectivist culture. Tanscultural Psychiatry, 43(3), 331-361.
Carrillo, S. y Ríos, J. G. (2013). Trabajo y rendimiento escolar de los estudiantes universitarios. El caso de la Universidad de Guadalajara, México. Revista de la Educación Superior, 42(2), 9-24. Recuperado de http://publicaciones.anuies.mx/pdfs/revista/Revista166_S1A1ES.pdf
Consejo Nacional de Ciencia y Tecnología. (2017). Becas y posgrados. Recuperado de http://www.conacyt.gob.mx/index.php/becas-y-posgrados
Coyle, T. (2015). Relations among general intelligence (g), aptitude test, and GPA: linear effects dominate. Intelligence, 53, 16-22. doi:10.1016/j.intell.2015.08.005
Cropanzano, R. y Mitchell, M. (2005). Social exchange theory: an interdisciplinary review. Journal of Management, 31(6), 874-900. doi:10.1177/0149206305279602
Hair, J., Black, W., Babin, B., Anderson, R. y Tatham, R. (2005). Multivariate data analysis. Upper Saddle River, NJ: Pearson.
Hofstede, G., Hofstede, G. J. y Minkov, M. (2010). Cultures and organizations. Software of the mind. Nueva York: McGrawHill.
Kerlinger, F. y Lee, H. (2006). Foundations of Behavioral Research. Fort Worth, TX: Harcourt College Publishers.
Marsh, H. W. (1991). Employment during high school: character building or a subversion of academic goals? Sociology of Education, 64, 172-189.
Meyer, J. P., Becker, T. y Van Dick, R. (2006). Social identities and commitments at work: toward an integrative model. Journal of Organizational Behavior, 27, 665-683.
Meyer, J. P., Stanley, D., Herscovitch, L. y Topolnytsky, L. (2001). Affective, continuance, and normative commitment to the organization: a meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52. doi:10.1006/jvbe.2001.1842
Miller, J. G. (1988). Bridging the content –structure dichotomy: Culture and the self. En M. H. Bond (Ed.), The cross-cultural challenge to social psychology (pp. 266-281). Beverly Hills, CA: Sage.
Mortimer, J., Finch, M., Seongryeol, R., Shanahan, M. y Call, K. (1996). The effects of work intensity on adolescent mental health, achievement, and behavioral adjustment: new evidence from a prospective study. Child Development, 67(3), 1243-1261.
Mowday, R., Porter, L. y Steers, R. (1982). Employee-organization linkages. The psychology of commitment, absenteeism and turnover. Nueva York: Academic Press.
Ng, T. y Feldman, D. (2011). Affective organizational commitment and citizenship behavior: linear and non-linear moderating effects of organizational tenure. Journal of Vocational Behavior, 79, 528-537. doi:10.1016/j.jvb.2011.03.006
Nonis, S. y Hudson, G. (2006). Academic performance of college students: Influence of time spent studying and working. The Journal of Education for Business, 81(3), 151-159. doi:10.3200/JOEB.81.3.151-159
Oettingen, G. (1995). Cross-cultural perspectives on self-efficacy. En A. Bandura (Ed.), Self-efficacy in Changing Societies (149-176). Nueva York: Cambridge University Press.
Ong, A., Phinney, J. y Dennis, J. (2006). Competence under challenge: exploring the protective influence of parental support and ethnic identity in Latino college students. Journal of Adolescence, 29, 961-979. I: doi:10.1016/j.adolescence.2006.04.010
Patton, W. y Smith, E. (2009). Part-time work of high school students and impact on educational outcomes. Australian Journal of Guidance and Counseling, 19(2), 216-224. Recuperado de https://eprints.qut.edu.au/30147/1/c30147.pdf
Rhoades, L. y Eisenberger, R. (2002). Perceived organizational support: a review of the literature. Journal of Applied Psychology, 87(4), 698-714. doi:10.1037/0021-9010.87.4.698
Rochford, C., Connolly, M. y Drennan, J. (2009). Paid part-time employment and academic performance of undergraduate nursing students. Nurse Education Today, 29, 601-606. doi:10.1016/j.nedt.2009.01.004
Singelis, T., Triandis, H. C., Bhawuk, D. y Gelfand, M. (1995). Horizontal and vertical dimensions of individualism and collectivism: a theoretical and measurement refinement. Cross-Cultural Research, 29(3), 240-275. doi:10.1177/106939719502900302
Solinger, O., van Olffen, W. y Roe, R. (2008). Beyond the three-component model of organizational commitment. Journal of Applied Psychology, 93(1), 70-83. doi:10.1037/0021-9010.93.1.70
Triandis, H. C. (2001). Individualism-collectivism and personality. Journal of Personality, 69(6), 907-924. doi:10.1111/1467-6494.696169
Triandis, H. C. y Gelfand, M. (1998). Converging measurement of horizontal and vertical individualism and collectivism. Journal of Personality and Social Psychology, 74(1), 118-128. doi:10.1037/0022-3514.74.1.118
Triandis, H. C., Leung, K., Villareal, M. J. y Clack, F. I. (1985). Allocentric versus idiocentric tendencies: Convergent and discriminant validation. Journal of Research in Personality, 19(4), 395-415.
Vedel, A., Thomsen, D. y Larsen, L. (2015). Personality, academic majors and performance: revealing complex patterns. Personality and Individual Differences, 85, 69-76.
Vinarski-Peretz, H., Binyamin, G. y Carmeli, A. (2011). Subjective relational experiences and employee innovative behaviors in the workplace. Journal of Vocational Behavior, 78, 290-304. doi:10.1016/j.paid.2015.04.030
Yamaguchi, S., Kuhlman, D. y Sugimori, S. (1995). Personality correlates of allocentric tendencies in individualist and collectivist cultures. Journal of Cross-Cultural Psychology, 26(6), 658-672. doi:10.1177/002202219502600609
Allen, N. y Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63, 1-18. doi:10.1111/j.2044-8325.1990.tb00506.x
Alshehri, A. (2017). Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model. Research in International Business and Finance, 41, 423-433. doi:10.1016/j.ribaf.2017.04.050
ANUIES (2016). Anuario Estadístico de Educación Superior. Ciclo escolar 2015-2016 (posgrado). Recuperado de http://www.anuies.mx/iinformacion-y-servicios/informacion-estadistica-de-educacion-superior/anuario-estadistico-de-educacion-superior
Caldwell-Harris, C. y Aycicegi, A. (2006). When personality and culture clash: the psychological distress of allocentrics in an individualist culture and idiocentrics in a collectivist culture. Tanscultural Psychiatry, 43(3), 331-361.
Carrillo, S. y Ríos, J. G. (2013). Trabajo y rendimiento escolar de los estudiantes universitarios. El caso de la Universidad de Guadalajara, México. Revista de la Educación Superior, 42(2), 9-24. Recuperado de http://publicaciones.anuies.mx/pdfs/revista/Revista166_S1A1ES.pdf
Consejo Nacional de Ciencia y Tecnología. (2017). Becas y posgrados. Recuperado de http://www.conacyt.gob.mx/index.php/becas-y-posgrados
Coyle, T. (2015). Relations among general intelligence (g), aptitude test, and GPA: linear effects dominate. Intelligence, 53, 16-22. doi:10.1016/j.intell.2015.08.005
Cropanzano, R. y Mitchell, M. (2005). Social exchange theory: an interdisciplinary review. Journal of Management, 31(6), 874-900. doi:10.1177/0149206305279602
Hair, J., Black, W., Babin, B., Anderson, R. y Tatham, R. (2005). Multivariate data analysis. Upper Saddle River, NJ: Pearson.
Hofstede, G., Hofstede, G. J. y Minkov, M. (2010). Cultures and organizations. Software of the mind. Nueva York: McGrawHill.
Kerlinger, F. y Lee, H. (2006). Foundations of Behavioral Research. Fort Worth, TX: Harcourt College Publishers.
Marsh, H. W. (1991). Employment during high school: character building or a subversion of academic goals? Sociology of Education, 64, 172-189.
Meyer, J. P., Becker, T. y Van Dick, R. (2006). Social identities and commitments at work: toward an integrative model. Journal of Organizational Behavior, 27, 665-683.
Meyer, J. P., Stanley, D., Herscovitch, L. y Topolnytsky, L. (2001). Affective, continuance, and normative commitment to the organization: a meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52. doi:10.1006/jvbe.2001.1842
Miller, J. G. (1988). Bridging the content –structure dichotomy: Culture and the self. En M. H. Bond (Ed.), The cross-cultural challenge to social psychology (pp. 266-281). Beverly Hills, CA: Sage.
Mortimer, J., Finch, M., Seongryeol, R., Shanahan, M. y Call, K. (1996). The effects of work intensity on adolescent mental health, achievement, and behavioral adjustment: new evidence from a prospective study. Child Development, 67(3), 1243-1261.
Mowday, R., Porter, L. y Steers, R. (1982). Employee-organization linkages. The psychology of commitment, absenteeism and turnover. Nueva York: Academic Press.
Ng, T. y Feldman, D. (2011). Affective organizational commitment and citizenship behavior: linear and non-linear moderating effects of organizational tenure. Journal of Vocational Behavior, 79, 528-537. doi:10.1016/j.jvb.2011.03.006
Nonis, S. y Hudson, G. (2006). Academic performance of college students: Influence of time spent studying and working. The Journal of Education for Business, 81(3), 151-159. doi:10.3200/JOEB.81.3.151-159
Oettingen, G. (1995). Cross-cultural perspectives on self-efficacy. En A. Bandura (Ed.), Self-efficacy in Changing Societies (149-176). Nueva York: Cambridge University Press.
Ong, A., Phinney, J. y Dennis, J. (2006). Competence under challenge: exploring the protective influence of parental support and ethnic identity in Latino college students. Journal of Adolescence, 29, 961-979. I: doi:10.1016/j.adolescence.2006.04.010
Patton, W. y Smith, E. (2009). Part-time work of high school students and impact on educational outcomes. Australian Journal of Guidance and Counseling, 19(2), 216-224. Recuperado de https://eprints.qut.edu.au/30147/1/c30147.pdf
Rhoades, L. y Eisenberger, R. (2002). Perceived organizational support: a review of the literature. Journal of Applied Psychology, 87(4), 698-714. doi:10.1037/0021-9010.87.4.698
Rochford, C., Connolly, M. y Drennan, J. (2009). Paid part-time employment and academic performance of undergraduate nursing students. Nurse Education Today, 29, 601-606. doi:10.1016/j.nedt.2009.01.004
Singelis, T., Triandis, H. C., Bhawuk, D. y Gelfand, M. (1995). Horizontal and vertical dimensions of individualism and collectivism: a theoretical and measurement refinement. Cross-Cultural Research, 29(3), 240-275. doi:10.1177/106939719502900302
Solinger, O., van Olffen, W. y Roe, R. (2008). Beyond the three-component model of organizational commitment. Journal of Applied Psychology, 93(1), 70-83. doi:10.1037/0021-9010.93.1.70
Triandis, H. C. (2001). Individualism-collectivism and personality. Journal of Personality, 69(6), 907-924. doi:10.1111/1467-6494.696169
Triandis, H. C. y Gelfand, M. (1998). Converging measurement of horizontal and vertical individualism and collectivism. Journal of Personality and Social Psychology, 74(1), 118-128. doi:10.1037/0022-3514.74.1.118
Triandis, H. C., Leung, K., Villareal, M. J. y Clack, F. I. (1985). Allocentric versus idiocentric tendencies: Convergent and discriminant validation. Journal of Research in Personality, 19(4), 395-415.
Vedel, A., Thomsen, D. y Larsen, L. (2015). Personality, academic majors and performance: revealing complex patterns. Personality and Individual Differences, 85, 69-76.
Vinarski-Peretz, H., Binyamin, G. y Carmeli, A. (2011). Subjective relational experiences and employee innovative behaviors in the workplace. Journal of Vocational Behavior, 78, 290-304. doi:10.1016/j.paid.2015.04.030
Yamaguchi, S., Kuhlman, D. y Sugimori, S. (1995). Personality correlates of allocentric tendencies in individualist and collectivist cultures. Journal of Cross-Cultural Psychology, 26(6), 658-672. doi:10.1177/002202219502600609
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Published
2019-09-09
