Jackson Chris J, Hobman Elizabeth V, Jimmieson Nerina L, Martin Robin
School of Organisation and Management, University of New South Wales, Sydney, New South Wales, Australia.
Br J Psychol. 2009 May;100(Pt 2):283-312. doi: 10.1348/000712608X322900.
Jackson (2005) developed a hybrid model of personality and learning, known as the learning styles profiler (LSP) which was designed to span biological, socio-cognitive, and experiential research foci of personality and learning research. The hybrid model argues that functional and dysfunctional learning outcomes can be best understood in terms of how cognitions and experiences control, discipline, and re-express the biologically based scale of sensation-seeking. In two studies with part-time workers undertaking tertiary education (N = 137 and 58), established models of approach and avoidance from each of the three different research foci were compared with Jackson's hybrid model in their predictiveness of leadership, work, and university outcomes using self-report and supervisor ratings. Results showed that the hybrid model was generally optimal and, as hypothesized, that goal orientation was a mediator of sensation-seeking on outcomes (work performance, university performance, leader behaviours, and counterproductive work behaviour). Our studies suggest that the hybrid model has considerable promise as a predictor of work and educational outcomes as well as dysfunctional outcomes.
杰克逊（2005年）开发了一种人格与学习的混合模型，即学习风格剖析器（LSP），该模型旨在涵盖人格与学习研究的生物学、社会认知和经验研究重点。该混合模型认为，功能性和功能失调性的学习结果可以通过认知和经验如何控制、规范以及重新表达基于生物学的感觉寻求量表来得到最好的理解。在两项针对接受高等教育的兼职工人的研究中（N分别为137人和58人），将来自三个不同研究重点的既定趋近和回避模型与杰克逊的混合模型进行了比较，比较它们在使用自我报告和上级评价来预测领导力、工作和大学成果方面的能力。结果表明，混合模型总体上是最优的，并且正如所假设的那样，目标导向是感觉寻求对结果（工作绩效、大学成绩、领导行为和反生产性工作行为）的一个中介变量。我们的研究表明，混合模型作为工作和教育成果以及功能失调性结果的预测指标具有很大的前景。
