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Exploring the Effects of Individual Emotional Regulation, Interpersonal Interaction, and Collaboration on Learning Behavior in Technology Industry

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  • Meng-Shan Tsai
  • Chi-Cheng Chang

Abstract

This study adopts social cognitive theory (SCT) and control-value theory to select variables. It aims to investigate the effects of emotional regulation, interpersonal interaction, and collaboration on learning behavior, and assesses the moderating effects of the relationship between emotional regulation and learning behavior. This study collected 216 questionnaires from 43 Taiwanese technology companies, but only 194 could be used to perform hierarchical linear model (HLM). The results indicate that emotional regulation and collaboration significantly influence learning behavior; the effect of interpersonal interaction on learning behavior is not significant; and interpersonal interaction positively moderates the relationship between emotional regulation and learning behavior. For technology companies and workers, this study finds that individual emotional regulation and collaboration in an organization are critical factors for learning behavior, so organizations should pay more attention to workers’ emotional regulation, and develop a collaborative culture.

Suggested Citation

  • Meng-Shan Tsai & Chi-Cheng Chang, 2014. "Exploring the Effects of Individual Emotional Regulation, Interpersonal Interaction, and Collaboration on Learning Behavior in Technology Industry," International Journal of Asian Social Science, Asian Economic and Social Society, vol. 4(7), pages 844-861.
    • Handle: RePEc:asi:ijoass:v:4:y:2014:i:7:p:844-861:id:2682
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    Cited by:

    1. Chieh-Peng Lin & Chi Jhang & Yu-Min Wang, 2022. "Learning value-based leadership in teams: the moderation of emotional regulation," Review of Managerial Science, Springer, vol. 16(5), pages 1387-1408, July.

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