It's personal: An exploration of students' (Non) acceptance of management research

Academy of Management Learning and Education

Volumn 15, Issue 2, 2016, Pages 207-231

  Caprar, Dan V ^a   Do, Boram ^b   Rynes, Sara L ^c   Bartunek, Jean M ^b  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

^b BOSTON COLLEGE   (United States)

^c UNIVERSITY OF IOWA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84978919503     PISSN: 1537260X     EISSN: None     Source Type: Journal    
DOI: 10.5465/amle.2014.0193     Document Type: Article

References (137)

1. Abelson, R. 1963. Computer simulation of "hot" cognition. In S. Tomkins, & D. Messick (Eds.), Computer simulation of personality: 277-298. New York: Wiley.
2. Alicke, M. D., & Sedikides, C. 2011a. Self-enhancement and selfprotection: Historical overview and conceptual framework. In M. D. Alicke & C. Sedikides (Eds.), Handbook of selfenhancement and self-protection: 1-19. New York, NY: Guilford Press.
3. Alicke, M. D., & Sedikides, C. (Eds.). 2011b. Handbook of selfenhancement and self-protection. New York: Guilford Press.
4. Alicke, M. D., LoSchiavo, F. M., Zerbst, J. I., & Zhang, S. 1997. The person who outperforms me is a genius: Esteem maintenance in upward social comparison. Journal of Personality and Social Psychology, 73(4): 781-789.
5. Ayres, I. 2008. Supercrunchers: Why thinking-by-numbers is the new way to be smart. New York: Bantam Books.
6. Bell, B. S., & Kozlowski, S. W. J. 2008. Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. The Journal of Applied Psychology, 93(2): 296-316.
7. Bell, B. S., & Kozlowski, S. W. J. 2009. Toward a theory of learnercentered training design: An integrated framework of active learning. In S. W. J. Kozlowski & E. Salas (Eds.), Learning training, and development in organizations: 263-302. New York, NY: Routledge.
8. Bell, S. T., & Arthur, W. 2008. Feedback acceptance in developmental assessment centers: The role of feedback message, participant personality and affective response to the feedback session. Journal of Organizational Behavior, 29(5): 681-703.
9. Bong, M., & Skaalvik, E. M. 2003. Academic self-concept and selfefficacy: How different are they really? Educational Psychology Review, 15(1): 1-39.
10. Bornstein, B. H. 2004. The impact of different types of expert scientific testimony on mock jurors' liability verdicts. Psychology, Crime & Law, 10(4): 429-446.
11. Brief, A. P., & Weiss, H. M. 2002. Organizational behavior: Affect in the workplace. Annual Review of Psychology, 53: 279-307.
12. Buckley, M. R., Norris, A. C., &Wiese, D. S. 2000. A brief history of the selection interview: May the next 100 years be more fruitful. Journal of Management History, 6(3): 113-126.
13. Cable, D. M., & Judge, T. A. 1996. Person-organization fit, job choice decisions, and organizational entry. Organizational Behavior and Human Decision Processes, 67(3): 294-311.
14. Campbell, J. P., McHenry, J. J., & Wise, L. L. 1990. Modeling job performance in a population of jobs. Personnel Psychology, 43(2): 313-333.
15. Charlier, S. D. 2014. Incorporating evidence-based management into management curricula: A conversation with Gary Latham. Academy of Management Learning & Education, 13(3): 467-475.
16. Chen, S.K., Hwang, F.M., Yeh, Y.C., & Lin, S. S. J. 2011. Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model. The British Journal of Educational Psychology, 82: 308-326.
17. Chiu, C.Y., Wan, C., Cheng, S. Y. Y., Kim, Y.H., & Yang, Y.J. 2011. Cultural perspectives on self-enhancement and selfprotection. In M. D. Alicke & C. Sedikides (Eds.), Handbook of self-enhancement and self-protection: 425-451. New York: Guilford Press.
18. Choi, N. 2005. Self-efficacy and self-concept as predictors of college students' academic performance. Psychology in the Schools, 42(2): 197-205.
19. Cohen, J. 1960. A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1): 37-46.
20. Coté, S., & Miners, C. T. H. 2006. Emotional intelligence, cognitive intelligence, and job performance. Administrative Science Quarterly, 51(1): 1-28.
21. Covington, M. V. 1984a. The motive for self-worth. In R. Ames & C. Ames (Eds.), Research on motivation in education. Vol. 1: Student motivation: 77-113. Orlando, FL: Academic Press. Covington. M. V. 1984b. The self-worth theory of achievement motivation: Findings and implications. The Elementary School Journal, 85(1): 5-20.
22. Covington, M. V. 1992. Making the grade: A self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.
23. Dana, J., Dawes, R. M., & Peterson, N. R. 2012. Belief in the unstructured interview: The persistence of an illusion. Working paper: University of Pennsylvania.
24. De Feyter, T., Caers, R., Vigna, C., & Berings, D. 2012. Unraveling the impact of the Big Five personality traits on academic performance: The moderating and mediating effects of selfefficacy and academic motivation. Learning and Individual Differences, 22(4): 439-448.
25. De Shon, R. P., & Gillespie, J. Z. 2005. A motivated action theory account of goal orientation. The Journal of Applied Psychology, 90(6): 1096-1127.
26. Dewan, S. 2014. How businesses use your SATs. The New York Times. Retrieved from http://www.nytimes.com.
27. Dietz, J., Antonakis, J., Hoffrage, U., Krings, F., Marewski, J., & Zehnder, C. 2014. Teaching evidence-based management with a focus on producing local evidence. Academy of Management Learning & Education, 13(3): 397-414.
28. Dipboye, R. 2014. Bridging the gap in organizational behavior: A review of Jone Pearce's Organizational Behavior: Real research for real managers. Academy of Management Learning & Education, 13(3): 487-491.
29. Dufner, M., Denissen, J. J. A., van Zalk, M., Matthes, B., Meeus, W. H. J., van Aken, M. A. G., & Sedikides, C. 2012. Positive intelligence illusions: On the relation between intellectual self-enhancement and psychological adjustment. Journal of Personality, 80(3): 537-571.
30. Dunning, D. 1999. A newer look: Motivated social cognition and the schematic representation of social concepts. Psychological Inquiry, 10(1): 1-11.
31. Dweck, C. S. 1986. Motivational processes affecting learning. The American Psychologist, 41(10): 1040-1048.
32. Dweck, C. S. 2008. Mindsets and math/science achievement. New York, NY: Institute for Advanced Study Commission on Mathematics and Science Education, Carnegie Corp. of New York.
33. Erez, A., & Grant, A. 2014. Separating data from intuition: Bringing evidence into the management classroom. Academy of Management Learning & Education, 13(1): 104-119.
34. Enders, C. K., & Tofighi, D. 2007. Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12(2): 121-138.
35. Flesch, R. 1948. A new readability yardstick. The Journal of Applied Psychology, 32(3): 221-233.
36. Fong, G. T., & Markus, H. 1982. Self-schemas and judgments about others. Social Cognition, 1(3): 191-204.
37. Furnham, A., & Buchanan, T. 2005. Personality, gender and selfperceived intelligence. Personality and Individual Differences, 39(3): 543-555.
38. Giacalone, R. A., & Promislo, M. D. 2013. Broken when entering: The stigmatization of goodness and business ethics education. Academy of Management Learning & Education, 12(1): 86-101.
39. Giluk, T. L., & Rynes, S. L. 2012. Research findings practitioners resist: Lessons for management from evidence-based medicine. In D. M. Rousseau (Ed.), The Oxford handbook of evidence-based management: 130-164. Oxford: Oxford University Press.
40. Givelber, D., & Strickler, L. 2006. Junking good science: Undoing Daubert v. Merrill Dow through cross-examination and argument. American Journal of Public Health, 96(1): 33-37.
41. Ghoshal, S. 2005. Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4(1): 75-91.
42. Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C., Cloninger, C. R., & Gough, H. G. 2006. The international personality itempool and the future of public-domain personality measures. Journal of Research in Personality, 40(1): 84-96.
43. Goleman, D. 1998. Working with emotional intelligence. New York: Bantam Books.
44. Gramzow, R. H., Johnson, C. S., & Willard, G. 2014. Boasts are a boost: Achievement prime self-reactivity predicts subsequent academic performance. Journal of Personality and Social Psychology, 106(3): 458-468.
45. Greenwald, A. G. 2002. Constructs in student ratings of instructors. In H. I. Braun, & D. N. Douglas (Eds.), The role of constructs in psychological and educational measurement: 277-297. Mahwah, NJ: Erlbaum.
46. Hakel, M. D. 1982. Employment interviewing. In K. M. Rowland, & G. R. Ferris (Eds.), Personnel Management: 129-155. Boston: Allyn & Bacon.
47. Hansen, J. 2010. Storms of my grandchildren: The truth about the coming climate catastrophe and our last chance to save humanity. New York: Bloomsbury USA.
48. Hepper, E. G., Gramzow, R. H., & Sedikides, C. 2010. Individual differences in self-enhancement and self-protection strategies: An integrative analysis. Journal of Personality, 78(2): 781-814.
49. Highhouse, S. A. 2008. Stubborn reliance on intuition and subjectivity in employee selection. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1(3): 333-342.
50. Hogarth, R. M. 2001. Educating intuition. Chicago, IL: University of Chicago.
51. Hofmann, D. A., & Gavin, M. B. 1998. Centering decisions in hierarchical linear models: Implications for research in organizations. Journal of Management, 24(5): 623-641.
52. Huang, C. 2011. Self-concept and academic achievement: A metaanalysis of longitudinal relations. Journal of School Psychology, 49(5): 505-528.
53. Jacks, J. Z., & O'Brien, M. E. 2004. Decreasing resistance by affirming the self. In E. S. Knowles, & J. A. Linn (Eds.), Resistance and persuasion: 235-258. Mahwah, NJ: Lawrence Erlbaum.
54. Johns, G. 1993. Constraints on the adoption of psychology-based personnel practices-Lessons from organizational innovation. Personnel Psychology, 46(3): 569-592.
55. Jones, J. M. 2011. In U.S., concerns about global warming stable at lower levels. Retrieved online March 11, 2012 at http://www.gallup.com/poll/146606/concerns-global-warming-stablelower-levels.aspx.
56. Judge, T. A., & Bono, J. E. 2001. Relationship of core selfevaluations traits-self-esteem, generalized self-efficacy, locus of control, and emotional stability-with job satisfaction and job performance: A meta-analysis. The Journal of Applied Psychology, 86(1): 80-92.
57. Judge, T. A., van Vianen, A. E. M., & De Pater, I. E. 2004. Emotional stability, core self-evaluations and job outcomes: A review of the evidence and an agenda for future research. Human Performance, 17(3): 325-346.
58. Kahan, D. M., & Braman, D. 2006. Cultural cognition and public policy. Yale Law & Policy Review, 24(1): 149-172.
59. Kahan, D. M., Braman, D., Cohen, G. L., Gastil, J., & Slovic, P. 2010. Who fears the HPV vaccine, who doesn't, and why? An experimental study of the mechanisms of cultural cognition. Law and Human Behavior, 34(6): 501-516.
60. Kahan, D. M., Jenkins Smith, H., & Braman, D. 2011. Cultural cognition of scientific consensus. Journal of Risk Research, 14(2): 147-174.
61. Kincaid, J. P., Fishburne, R. P. Jr, Rogers, R. L., & Chissom, B. S. 1975. Derivation of new readability formulas (automated readability index, Fog count and Flesch reading ease formula) for Navy enlisted personnel, DTIC Document: Naval technical training command, Millington TN research branch.
62. Klare, G. R. 1974. Assessing readability. Reading Research Quarterly, 10(1): 62-102.
63. Kluger, A. N., & De Nisi, A. 1996. The effects of feedback interventions on performance: A historical review, metaanalysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2): 254-284.
64. Kornilova, T. V., Kornilov, S. A., & Chumakova, M. A. 2009. Subjective evaluations of intelligence and academic selfconcept predict academic achievement: Evidence from a selective student population. Learning and Individual Differences, 19(4): 596-608.
65. Kozlowski, S. W. J., Toney, R. J., Mullins, M. E., Weissbein, D. A., Brown, K. G., & Bell, B. S. 2001. Developing adaptability: A theory for the design of integrated-embedded training systems. In E. Salas (Ed.), Advances in human performance and cognitive engineering research, Vol. 1: 59-123. Amsterdam: JAI/Elsevier Science.
66. Krauss, D. A., & Sales, B. D. 2001. The effects of clinical and scientific expert testimony or juror decision making in capital sentencing. Psychology, Public Policy, and Law, 7(2): 267-310.
67. Kristof, A. L. 1996. Person-organization fit: An integrative review of its conceptualizations, measurement, and implications. Personnel Psychology, 49(1): 1-49.
68. Kuncel, N. R., CredÉ, M., & Thomas, L. L. 2005. The validity of selfreported grade point averages, class ranks, and test scores. Review of Educational Research, 75(1): 63-87.
69. Kuncel, N. R., & Hezlett, S. A. 2010. Fact and fiction in cognitive ability testing for admissions and hiring decisions. Current Directions in Psychological Science, 19(6): 339-345.
70. Kuncel, N. R., Hezlett, S. A., & Ones, D. S. 2004. Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1): 148-161.
71. Kunda, Z. 1990. The case for motivated reasoning. Psychological Bulletin, 108(3): 480-498.
72. Kunda, Z. 1999. Social cognition: Making sense of people. Cambridge: The MIT Press.
73. Le, H., Oh, I.S., Robbins, S. B., Ilies, R., Holland, E., &Westrick, P. 2011. Too much of a good thing: Curvilinear relationships between personality traits and job performance. The Journal of Applied Psychology, 96(1): 113-133.
74. Leary, M. R. 2007. Motivational and emotional aspects of the self. Annual Review of Psychology, 58: 317-344.
75. Locke, E. A. 2009. Handbook of principles of organizational behavior, (2nd ed.), Chichester, UK: Wiley.
76. Loftus, E. F. 1980. Psychological aspects of courtroom testimony. Annals of the New York Academy of Sciences, 347: 27-37.
77. Lund Dean, K., & Jolly, J. P. 2012. Student identity, disengagement, and learning. Academy of Management Learning & Education, 11(2): 228-243.
78. Marsh, H. W. 1987. The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3): 280-295.
79. Marsh, H. W., & Craven, R. 2006. Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Psychological Science, 1(2): 133-163.
80. Marsh, H. W., & Martin, A. J. 2011. Academic self-concept and academic achievement: Relations and causal ordering. The British Journal of Educational Psychology, 81(1): 59-77.
81. Marsh, H. W., & O'Mara, A. J. 2008. Reciprocal effects between academic self-concept, self-esteem, achievement and attainment over seven adolescent-adult years: Unidimensional and multidimensional perspectives of selfconcept. Personality and Social Psychology Bulletin, 34: 542-552.
82. Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. 2005. Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2): 397-416.
83. Marsh, H. W., & Yeung, A. S. 1998. Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal, 35(4): 705-738.
84. Möller, J., & Pohlmann, B. 2010. Achievement differences and selfconcept differences: Stronger associations for above or below average students? The British Journal of Educational Psychology, 80(3): 435-450.
85. Mooney, C. 2006. The Republican war on science. New York: Basic Books.
86. Newport, F. 2009. On Darwin's birthday, only 4 in 10 believe in evolution. Retrieved online March 11, 2012 at http://www.gallup.com/poll/114544/darwin-birthday-believe-evolution.aspx.
87. Newport, F. 2010. Americans' global warming concerns continue to drop. Gallup Politics. Retrieved online March 11, 2012 at http://www.gallup.com/poll/126560/americans-global-warming-concerns-continue-drop.aspx.
88. Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. 2012. Intelligence: New findings and theoretical developments. The American Psychologist, 67(2): 130-159.
89. Nurmi, J. E. 1993. Adolescent development in an age-graded context: The role of personal beliefs, goals, and strategies in the tackling of developmental tasks and standards. International Journal of Behavioral Development, 16(2): 169-189.
90. O'Boyle, E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. 2011. The relationship between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, 32(5): 788-818.
91. Oreskes, N., & Conway, E. M. 2011. Merchants of doubt: How a handful of scientists obscured the truth on issues from tobacco smoke to global warming. New York: Bloomsbury Press.
92. Parikh, J. 1994. Intuition: The new frontier of management. Cambridge, MA: Blackwell.
93. Paulhus, D. L., & John, O. P. 1998. Egoistic and moralistic biases in self-perception: The interplay of self-deceptive styles with basic traits and motives. Journal of Personality, 66(6): 1025-1060.
94. Peters, E. M., Burraston, B., & Mertz, C. K. 2004. An emotion-based model of risk perception and stigma susceptibility: Cognitive appraisal of emotion, affective reactivity, worldviews, and risk perceptions in the generation of technological stigma. Risk Analysis, 24(5): 1349-1367.
95. Pfeffer, J. 1998. The human equation: Building profits by putting people first. Boston: Harvard Business School Press. Pfeffer, J., & Sutton, R. I. 2006. Hard facts, dangerous half-truths, and total nonsense: Profiting from evidence-based management. Boston: Harvard Business Press.
96. Pierce, J. R., & Aguinis, H. 2013. The too-much-of-a-good-thing effect in management. Journal of Management, 39(2): 313-338.
97. Pinker, S. 2002. The blank slate: The modern denial of human nature. New York: Viking.
98. Preacher, K. J., Curran, P. J., & Bauer, D. J. 2006. Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31(4): 437-448.
99. Raudenbush, S. W., & Bryk, A. S. 2002. Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
100. Ree, M. J., Earles, J. A., & Teachout, M. S. 1994. Predicting job performance: Not much more than g. The Journal of Applied Psychology, 79(4): 518-524.
101. Ross, S. R., Canada, K. E., & Rausch, M. K. 2002. Self-handicapping and the Five Factor model of personality: Mediation between neuroticism and conscientiousness. Personality and Individual Differences, 32(7): 1173-1184.
102. Rydgren, J. 2004. The logic of xenophobia. Rationality and Society, 16(2): 123-148.
103. Rynes, S. L. 2012. The research-practice gap in I/O psychology and related fields: Challenges and potential solutions. In S. W. J. Kozlowski (Ed.), The Oxford handbook of organizational psychology, Vol. 1: 409-452. New York: Oxford University Press.
104. Rynes, S. L., Colbert, A., & Brown, K. G. 2002. HR professionals' beliefs about effective human resource practices: Correspondence between research and practice. Human Resource Management, 41(2): 149-174.
105. Rynes, S. L., Rousseau, D. M., & Barends, E. 2014. From the guest editors: Change the world: Teach evidence-based practice! Academy of Management Learning & Education, 13(3): 305-321.
106. Rynes, S. L., &Trank, C. Q. 1999. Behavioral science in the business school curriculum: Teaching in a changing institutional environment. Academy of Management Review, 24(4): 808-824.
107. Sadler Smith, E., & Shefy, E. 2007. Developing intuitive awareness in management education. Academy of Management Learning & Education, 6(2): 186-205.
108. Salovey, P., Mayer, J. D., Caruso, D., & Yoo, S. H. 2002. The positive psychology of emotional intelligence. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology: 159-171. New York, NY: Oxford University.
109. Sandberg, J., & Tsoukas, H. 2011. Grasping the logic of practice: Theorizing through practical rationality. Academy of Management Review, 36(2): 338-360.
110. Sanders, K., van Riemsdijk, M., & Groen, B. 2008. The gap between research and practice: A replication study on the HR professionals' beliefs about effective human resource practices. International Journal of Human Resource Management, 19(10): 1976-1988.
111. Schmidt, F. L. 2002. The role of general cognitive ability and job performance: Why there cannot be a debate. Human Performance, 15(1-2): 187-210.
112. Schmidt, F. L. 2009. Select on intelligence. In E. A. Locke (Ed.), Handbook of principles of organizational behavior: 3-17. Chichester, UK: John Wiley & Sons.
113. Schmidt, F. L., & Hunter, J. E. 1998. The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124(2): 262-274.
114. Schröder AbÉ, M., Rudolph, A., & Schütz, A. 2007. High implicit self-esteem is not necessarily advantageous: Discrepancies between explicit and implicit self-esteem and their relationship with anger expression and psychological health. European Journal of Personality, 21(3): 319-339.
115. Sedikides, C. 2012. Self protection. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity, (2nd ed.): 327-353. New York, NY: Guilford Press.
116. Sedikides, C., & Gregg, A. P. 2008. Self-enhancement: Food for thought. Perspectives on Psychological Science, 3(2): 102-116.
117. Sedikides, C., & Skowronski, J. J. 2012. Construct accessibility and interpretation of self-behaviors tracing and reducing the signatures of self-protection and self-enhancement. In J. P. Forgas, K. Fiedler, & C. Sedikides (Eds.), Social thinking and interpersonal behavior (Sydney Symposium in Social Psychology), Vol. 14: 239-256. New York: Psychology Press.
118. Seli, H., Dembo, M. H., & Crocker, S. 2009. Self in self-worth protection: The relationship of possible selves and selfprotective strategies. College Student Journal, 43(3): 832-842.
119. Sinclair, M., & Ashkanasy, N.M. 2005. Intuition myth or a decisionmaking tool? Management Learning, 36(3): 353-370.
120. Snijders, T. A. B., & Bosker, R. J. 1999. Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: Sage.
121. Snyderman, M., & Rothman, S. 1988. The IQ controversy, the media, and public policy. Piscataway, NJ: Transaction Books.
122. Steele, C. M. 1988. Advances in experimental social psychology. In L. Berkowitz (Ed.), The psychology of self-affirmation: Sustaining the integrity of the self, Vol. 21: 261-302. New York: Academic Press.
123. Tenhïalä, A., Giluk, T. L., Kepes, S., Siḿon, C., Oh, IS, & Kim, S. 2016. The research-practice gap in human resource management (HRM): A cross-cultural study. Human Resource Management, 55(2): 179-200.
124. Tetlock, P. E. 2000. Cognitive biases and organizational correctives: Do both disease and cure depend on the politics of the beholder? Administrative Science Quarterly, 45(2): 293-326.
125. Trank, C. Q. 2014. "Reading" evidence-based management: The possibilities of interpretation. Academy of Management Learning & Education, 13(3): 381-395.
126. Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. 2006. Selfesteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology, 90(2): 334-349.
127. Tversky, A., & Kahneman, D. 1981. The framing of decisions and the psychology of choice. Science, 211(4481): 453-458.
128. Urhahne, D., Chao, S.H., Florineth, M. L., Luttenberger, S., & Paechter, M. 2011. Academic self-concept, learning motivation, and test anxiety of the underestimated student. The British Journal of Educational Psychology, 81(1): 161-177.
129. Valentin, J. C., DuBois, D. L., & Cooper, H. 2004. The relations between self-beliefs and academic achievement: A systematic review. Educational Psychologist, 39: 111-133.
130. Van Etten, S., Pressley, M., McInerney, D. M., & Liem, A. D. 2008. College seniors' theory of their academic motivation. Journal of Educational Psychology, 100(4): 812-828.
131. Vince, R. 2002. The impact of emotion on organizational learning. Human Resource Development International, 5(1): 73-85.
132. Vince, R. 2010. Anxiety, politics, and critical management education. British Journal of Management, 21(s1): S26-S39.
133. von Hayek, F. A. 1989. The pretence of knowledge (Nobel Lecture). The American Economic Review, 79(6): 3-7.
134. Webb, T. L., Chang, B. P., & Benn, Y. 2013. "The Ostrich Problem": Motivated avoidance or rejection of information about goal progress. Social and Personality Psychology Compass, 7(11): 794-807.
135. Weber, R. P. 1990. Basic content analysis, (2nd ed.), Newbury Park, CA: Sage.
136. Whetten, D. A., & Cameron, K. 2011. Developing management skills, (8th ed.), Upper Saddle River, NJ: Prentice Hall.
137. Zeidner, M., & Schleyer, E. J. 1999. The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24(4): 305-329.