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We develop a theoretical model to account for the effect of learning goal orientation on creative performance by distinguishing two dimensions of intrinsic motivation as mediators. Challenge intrinsic motivation is concerned with the interest in and excitement of solving problems and tackling complex tasks, whereas enjoyment intrinsic motivation is concerned with the enjoyment of task activities for self-expression and self-entertainment. Results from a sample of 189 Chinese employees support this model and show that learning goal orientation had significant positive relationships with both dimensions of intrinsic motivation, but only challenge intrinsic motivation was significantly related to creative performance and mediated the positive relationship between learning goal orientation and creative performance. As predicted, intellectual stimulation, a dimension of transformational leadership, showed a moderating effect, such that learning goal orientation was less strongly related to challenge intrinsic motivation when intellectual stimulation was high. In addition, a moderated mediation effect was found, such that the mediating effect of challenge intrinsic motivation for the relationship between learning goal orientation and creative performance was weaker when intellectual stimulation was high. No such moderation effect was found for enjoyment intrinsic motivation, providing further support for the differential roles of these two dimensions of intrinsic motivation.
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