Moderating effects of self‐efficacy for the relationship between training method and anxiety and stress reactions of newcomers

The purpose of this study was to examine the moderating effect of self-efficacy for the relationship between training method and newcomers' anxiety and stress reactions. The two methods of training examined were formal orientation and training and tutorial training. A sample of 198 newly-hired entry-level accountants completed a questionnaire following their first few weeks of entry. The results indicated that self-efficacy was negatively related to anxiety but not stress. However, a positive relationship between anxiety and stress suggested that self-efficacy was indirectly related to stress through its relationship with anxiety. Further, self-efficacy was found to moderate the relationship between training method and anxiety. Formal orientation and training was related to lower anxiety for newcomers with low technical self-efficacy. The opposite result was found for tutorial training. Tutorial training was related to higher anxiety for newcomers with low academic self-efficacy. The relationship between training and anxiety did not vary by training method for newcomers with high self-efficacy. The research and practical implications of a self-efficacy theory framework are discussed for the training, socialization, and adjustment of newcomers.

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