Journal ArticleDOI
Learning within a learner control training environment: the interactive effects of goal orientation and metacognitive instruction on learning outcomes
Aaron M. Schmidt,J. Kevin Ford +1 more
TLDR
In this article, a model was developed that focuses on the interactive effects of goal orientation and a met-acognitive training intervention on metacognitive activity and learning outcomes, and the expected goal orientation by intervention interaction was found.Abstract:
This study proposes that effective engagement in metacognitive activities is critical to success in high learner-control training environments. A model was developed that focuses on the interactive effects of goal orientation and a metacognitive training intervention on metacognitive activity and learning outcomes. Seventy-nine participants completed a Web-based training course on how to create Web pages. Consistent with expectations, learners reporting greater levels of metacognitive activity during training gained more declarative knowledge, performed better on a skill-based measure, and had higher levels of self-efficacy. Metacognitive activity was also found to partially mediate the relationship between goal orientation and learning outcomes. Finally, the expected goal orientation by intervention interaction was found. The metacognitive intervention was beneficial in enhancing metacognitive activity for trainees with low performance-avoidance orientations, but resulted in lower metacognitive activity among highly avoidant learners. Implications of these findings for research on self-regulation and training practice are discussed.read more
Citations
More filters
Journal ArticleDOI
Benefits of Training and Development for Individuals and Teams, Organizations, and Society
Herman Aguinis,Kurt Kraiger +1 more
TL;DR: A multidisciplinary, multilevel, and global perspective is adopted to demonstrate that training and development activities in work organizations can produce important benefits for each of these stakeholders.
Journal ArticleDOI
Training Transfer: An Integrative Literature Review:
Lisa A. Burke,Holly M. Hutchins +1 more
TL;DR: In this paper, the authors provide an integrative and analytical review of factors impacting transfer of training, and synthesize the developing knowledge regarding the primary factors influencing transfer to identify variables with substantive support and to discern the most pressing gaps.
Journal ArticleDOI
Self-efficacy and work-related performance: the integral role of individual differences.
TL;DR: Overall, results suggest that the predictive validity of self-efficacy is attenuated in the presence of individual differences, though this attenuation does depend on the context.
Journal ArticleDOI
A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go.
Traci Sitzmann,Katherine Ely +1 more
TL;DR: A parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning.
Journal ArticleDOI
Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability.
TL;DR: Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation.
References
More filters
Journal ArticleDOI
The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.
Reuben M. Baron,David A. Kenny +1 more
TL;DR: This article seeks to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating the many ways in which moderators and mediators differ, and delineates the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena.
Journal ArticleDOI
A social-cognitive approach to motivation and personality
Carol S. Dweck,Ellen L. Leggett +1 more
TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
Journal ArticleDOI
Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.
TL;DR: The authors found that younger children are quite limited in their knowledge and cognition about cognitive phenomena, or in their metacognition, and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises.
Journal ArticleDOI
Classrooms: Goals, structures, and student motivation.
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
Journal ArticleDOI
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
TL;DR: In this article, KlUGER and Denisi analyzed all the major reasons to reject a paper from the meta-analysis, even though the decision to exclude a paper came at the first identification of a missing inclusion criterion.
Related Papers (5)
Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition
Ruth Kanfer,Phillip L. Ackerman +1 more