@article{watson_thompson_rudolph_whelan_behrend_gissel_2013, title={When Big Brother Is Watching: Goal Orientation Shapes Reactions to Electronic Monitoring During Online Training}, volume={98}, ISSN={["1939-1854"]}, DOI={10.1037/a0032002}, abstractNote={Web-based training is frequently used by organizations as a convenient and low-cost way to teach employees new knowledge and skills. As web-based training is typically unproctored, employees may be held accountable to the organization by computer software that monitors their behaviors. The current study examines how the introduction of electronic performance monitoring may provoke negative emotional reactions and decrease learning among certain types of e-learners. Through motivated action theory and trait activation theory, we examine the role of performance goal orientation when e-learners are exposed to asynchronous and synchronous monitoring. We show that some e-learners are more susceptible than others to evaluation apprehension when they perceive their activities are being monitored electronically. Specifically, e-learners higher in avoid performance goal orientation exhibited increased evaluation apprehension if they believed asynchronous monitoring was present, and they showed decreased skill attainment as a result. E-learners higher on prove performance goal orientation showed greater evaluation apprehension if they believed real-time monitoring was occurring, resulting in decreased skill attainment.}, number={4}, journal={JOURNAL OF APPLIED PSYCHOLOGY}, author={Watson, Aaron M. and Thompson, Lori Foster and Rudolph, Jane V. and Whelan, Thomas J. and Behrend, Tara S. and Gissel, Amanda L.}, year={2013}, month={Jul}, pages={642–657} }
 @article{vignovic_thompson_2010, title={Computer-Mediated Cross-Cultural Collaboration: Attributing Communication Errors to the Person Versus the Situation}, volume={95}, ISSN={["0021-9010"]}, DOI={10.1037/a0018628}, abstractNote={Computer-mediated communication, such as e-mail, facilitates cross-cultural interactions by enabling convenient communication. During these exchanges, the absence of contextual or situational information may cause e-mail recipients to form dispositional explanations for behavior that might in fact be driven by unseen situational constraints. To gain insight into the manner in which e-mail recipients explain behavior, the authors conducted an experiment examining how technical language violations (i.e., spelling and grammatical errors) and deviations from etiquette norms (i.e., short messages lacking a conversational tone) affect a recipient's perceptions of an e-mail sender's conscientiousness, intelligence, agreeableness, extraversion, affective trustworthiness, and cognitive trustworthiness. This study also investigated whether the effects of technical and etiquette language violations depend on the availability of information indicating the e-mail sender is from a foreign culture. Results reveal that participants formed negative perceptions of the sender of an e-mail containing technical language violations. However, most of these negative perceptions were reduced when participants had situational information indicating that the e-mail sender was from a different culture. Conversely, negative attributions stemming from etiquette violations were not significantly mitigated by knowledge that the e-mail sender was from a foreign culture.}, number={2}, journal={JOURNAL OF APPLIED PSYCHOLOGY}, author={Vignovic, Jane A. and Thompson, Lori Foster}, year={2010}, month={Mar}, pages={265–276} }