文献类型：期刊文献

英文题名：Capitalizing on Proactive Personality Over Organizational Socialization Tactics in Newcomer Learning: A Meta-Analytic Investigation

作者：Pang, Xingyu[1];Song, Yifan[2];Liang, Jian[3];Wang, Mo[4]

机构：[1]East China Univ Sci & Technol, Sch Business, Dept Business Adm, Shanghai, Peoples R China;[2]Texas A&M Univ, Dept Management, May Business Sch, College Stn, TX USA;[3]Tongji Univ, Adv Inst Business, Sch Econ & Management, 1500 Siping Rd, Shanghai 200092, Peoples R China;[4]Univ Florida, Warrington Coll Business, Dept Management, Gainesville, FL USA

年份：2026

外文期刊名：JOURNAL OF APPLIED PSYCHOLOGY

收录：;WOS:【SSCI(收录号:WOS:001690961200001)】；

基金：The work in this article was jointly supported by the National Natural Science Foundation of China (Project No. 72532009 awarded to Jian Liang)

语种：英文

外文关键词：newcomer learning; organizational socialization tactics; newcomer proactivity; meta-analysis

摘要：The evolving workplace dynamics make it difficult for organizations to meet the customized learning needs of newcomers through standardized socialization programs. Consequently, attention has shifted toward leveraging newcomer proactivity as another pathway for facilitating newcomer learning. However, it remains unclear whether and when newcomer proactive personality can produce desired learning outcomes as organizational socialization tactics. We conducted a meta-analysis encompassing 85 independent samples (N = 24,293) to directly address this issue. Our findings indicate that proactive personality accounts for additional variance in newcomer learning outcomes beyond organizational socialization tactics. Importantly, the relative effectiveness of newcomer proactive personality compared to organizational socialization tactics is less salient among veteran (vs. neophyte) newcomers and in higher (vs. lower) individualistic cultures. Our findings also show that newcomer proactive behaviors serve as the crucial mechanism linking organizational socialization tactics and newcomer proactive personality to individual learning outcomes. Implications for how to facilitate newcomer learning are discussed.