Emotional support potential: regulatory focus and competence predictors

Abstract

Purpose

The purpose of this paper is to explore individual and contextual predictors of emotional support potential in training.

Design/methodology/approach

Relative weight analysis was used to assess the importance of individual (trainee regulatory focus) and contextual (trainer competence) predictors of emotional support potential in training.

Findings

Individual differences in self‐regulation including promotion and prevention focus explained emotional support potential to a greater extent than did trainer competence.

Research limitations/implications

For future research, further testing the current propositions can emphasize broader contextual predictors (e.g. support from trainees' social context).

Practical implications

A number of studies have indicated that social aspects of training are important; however, no one has yet examined predictors of emotional support. Consequently, understanding an individual's regulatory focus and personality can be an important way to improve emotional support potential.

Originality/value

This is the first study to examine predictors of emotional support potential in a training context and links trainee regulatory focus to this outcome.

Citation

Chiaburu, D.S., Thundiyil, T.G. and Muñoz, G.J. (2013), "Emotional support potential: regulatory focus and competence predictors", Industrial and Commercial Training, Vol. 45 No. 5, pp. 293-302. https://doi.org/10.1108/ICT-03-2013-0015