Emotional support potential: regulatory focus and competence predictors

Purpose – The purpose of this paper is to explore individual and contextual predictors of emotional support potential in training. Design/methodology/approach – Relative weight analysis was used to assess the importance of individual (trainee regulatory focus) and contextual (trainer competence) predictors of emotional support potential in training. Findings – Individual differences in self‐regulation including promotion and prevention focus explained emotional support potential to a greater extent than did trainer competence. Research limitations/implications – For future research, further testing the current propositions can emphasize broader contextual predictors (e.g. support from trainees' social context). Practical implications – A number of studies have indicated that social aspects of training are important; however, no one has yet examined predictors of emotional support. Consequently, understanding an individual's regulatory focus and personality can be an important way to improve emotional support potential. Originality/value – This is the first study to examine predictors of emotional support potential in a training context and links trainee regulatory focus to this outcome.