Contextual Performance in Academic Settings: The role of personality, self-efficacy, and impression management

• Naira Delgado-Rodríguez ^[1] ; Estefanía Hernández-Fernaud ^[1] ; Christiann Rosales ^[1] ; Luis Díaz-Vilela ^[1] ; Rosa Isla-Díaz ^[1] ; Dolores Díaz-Cabrera ^[1]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
• Localización: Revista de psicología del trabajo y de las organizaciones = Journal of work and organizational psychology, ISSN 1576-5962, Vol. 34, Nº 2, 2018, págs. 63-68
• Idioma: inglés
• DOI: 10.5093/jwop2018a8
• Títulos paralelos:
  • El desempeño contextual en entornos académicos: El papel de la personalidad, la autoeficacia y el manejo de la imagen
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El propósito principal de esta investigación ha sido analizar el papel predictor de las dimensiones de la personalidad, la percepción de autoeficacia y el manejo de la imagen en el desempeño contextual en entornos académicos. La muestra estuvo compuesta por 223 estudiantes universitarios, que cumplimentaron una batería de cuestionarios a través de una aplicación informática. Los resultados mostraron que responsabilidad, extraversión y amabilidad son las dimensiones de personalidad que, junto con autoeficacia, predicen la autoevaluación del desempeño contextual. Además, la variable responsabilidad interactúa con la autoeficacia, de modo que el papel predictivo de dicha variable de personalidad se incrementa a medida que aumenta la autoeficacia. Por otra parte, el manejo de la imagen explicó parte de la varianza de desempeño contextual autoevaluado, pero no interactuó con las restantes variables. Los resultados obtenidos respecto a las dimensiones de personalidad y la autoeficacia son coherentes con los encontrados en contextos laborales.

  • English

    The main purpose of this paper was to analyse the predictive role of personality, self-efficacy, and impression management on contextual performance in academic settings. A sample of 223 university students voluntarily answered a battery of tests on-line. Results showed that conscientiousness, extraversion, and agreeableness, as well as self-efficacy, predict contextual performance self-evaluations. Furthermore, the significant interaction between conscientiousness and selfefficacy multiplies their influence. Besides, impression management contributes to predicting contextual performance, but did not interact with the remaining variables. Results related to personality and self-efficacy are consistent with those found in work settings.

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