86 Chapter 4 to lead to a heterogeneous sample and sufficient variance in the study variables. Participants were employees who worked in various Dutch organizations. Out of 118 employees who were contacted, 107 employees (46 men and 61 women) completed at least three out of five weekly surveys and formed the final sample for the analyses (response rate = 91%). Respondents completed an average of 4.68 (SD = .60) of the five weekly surveys. The mean age of the participants was 39.49 years (SD = 12.53). On average, they worked 33.92 (SD = 7.54) hours per week and they had a mean tenure of 8.67 years (SD = 9.36). The majority of the respondents had completed higher-level (university) education (39.3%), followed by applied education (29.9%), and middle-level applied education (15%). They worked in occupational sectors including healthcare (39.3%), government (10.3%), commerce (7.5%), administration (7.5%), industry (6.5%), construction (5.6%), or other sectors such as finance, education or communication. Upon agreement to participate, employees received an e-mail invitation with a link to the online survey and information introducing the study and ensuring confidentiality and voluntary participation. To increase the response rate, they were also told that upon completion of the questionnaires, they enrolled in a raffle for 25 gift vouchers of ten Euro’s each. Furthermore, they were informed that once they would participate, they could receive a summary of the results via e-mail after the completion of the research. The survey was sent on Fridaymorning of every week. At week 1, respondents completed a survey containing demographics and the trait-level (i.e., goal orientation) scales as well as a survey containing all week-level scales (i.e., proactive vitality management, work engagement, and creativity). At weeks 2-5, the survey comprised only the weeklevel scales. Before presenting the week-level items, we asked respondents to think of their previous workweek overall while filling in the questionnaires. Trait-level Survey Goal orientation was measured with VandeWalle’s (1997) questionnaire on work-domain goal orientation. A six-itemsubscalewas used tomeasure learning goal orientation (e.g., “I amwilling to select a challengingwork assignment that I can learn a lot from”; alpha = .76), and a 4-item subscale was used to measure performance avoidance goal orientation (e.g., “I prefer to avoid situations at work where I might perform poorly”; alpha = .79). Items were rated on a scale ranging from 1 = totally disagree to 6 = totally agree.
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