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Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning
16 references·16 citing·50 second hopsampled
Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning (2009)Toward a Theory of Learner-Centered Train…Learning, Remembering, and Understanding (2017)Learning, Remembering, and Un…Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Should There Be a Three-Strik…Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)Building a practically useful…The Science of Training: A Decade of Progress (2001)The Science of Training: A De…A 2 × 2 achievement goal framework. (2001)A 2 × 2 achievement goal fram…Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. (2000)Toward an integrative theory …A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models (1999)A broad-bandwidth, public dom…A hierarchical model of approach and avoidance achievement motivation. (1997)A hierarchical model of appro…The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The effects of feedback inter…Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. (1996)Approach and avoidance achiev…Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. (1993)Application of cognitive, ski…THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS (1991)THE BIG FIVE PERSONALITY DIME…Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. (1989)Impact of conceptions of abil…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load During Problem…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…The Relaxation Response (1974)The Relaxation ResponseIs employee training really gender-neutral? Introducing a sex/gender-sensitive model of training (2022)Is employee training really g…Adaptive expertise and creative thinking: A synthetic review and implications for practice (2020)Adaptive expertise and creati…Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning (2018)Interrelationships Among Self…Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment (2018)Exploring the impacts of inte…Exploration-exploitation tradeoffs and information-knowledge gaps in self-regulated learning: Implications for learner-controlled training and development (2018)Exploration-exploitation trad…Learner Control and e-Learning: Taking Stock and Moving Forward (2016)Learner Control and e-Learnin…Capturing the multilevel dynamics of emergence (2016)Capturing the multilevel dyna…Advancing research on team process dynamics (2015)Advancing research on team pr…Looking Back and Looking Forward: Trends in Training and Development Research (2014)Looking Back and Looking Forw…Work Groups and Teams in Organizations: Review Update (2013)Work Groups and Teams in Orga…Performance Adaptation (2013)Performance AdaptationLearner-controlled practice difficulty in the training of a complex task: Cognitive and motivational mechanisms. (2012)Learner-controlled practice d…Introducing the construct curiosity for predicting job performance (2012)Introducing the construct cur…Motivating protégés' personal learning in teams: A multilevel investigation of autonomy support and autonomy orientation. (2011)Motivating protégés' personal…Strategic information provision and experiential variety as tools for developing adaptive leadership skills. (2010)Strategic information provisi…Building an Infrastructure for Organizational Learning: A Multilevel Approach (2009)Building an Infrastructure fo…Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)How people learn (2000)THE ACT OF DISCOVERY (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)A Handbook of Child Psychology (1932)Manual for the State-Trait Anxiety Inventory (1970)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Power, approach, and inhibition. (2003)Refining the theory of basic individual values. (2012)Handbook of Industrial and Organizational Psychology. (1977)A circumplex model of affect. (1980)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)Assessment and Classroom Learning (1998)The Power of Feedback (2007)Focus on Formative Feedback (2008)Validation of the five-factor model of personality across instruments and observers. (1987)Personality Structure: Emergence of the Five-Factor Model (1990)An Introduction to the Five‐Factor Model and Its Applications (1992)The Big Five Trait taxonomy: History, measurement, and theoretical perspectives. (1999)Grit: Perseverance and passion for long-term goals. (2007)The Framing of Decisions and the Psychology of Choice (1981)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Flow: the psychology of optimal experience (1990)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)How We Think (1910)Perception in chess (1973)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Cognitive Architecture and Instructional Design (1998)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Structural Equations with Latent Variables. (1991)Approach and avoidance motivation and achievement goals (1999)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Identity and the life cycle (1959)Generalized expectancies for internal versus external control of reinforcement. (1966)Learned helplessness in humans: Critique and reformulation. (1978)Perceived Self-Efficacy in Cognitive Development and Functioning (1993)School Engagement: Potential of the Concept, State of the Evidence (2004)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Prospect Theory: An Analysis of Decision under Risk (1979)Self-efficacy: the exercise of control (1997)New Directions in Goal-Setting Theory (2006)The Psychological Distance of Climate Change (2011)Motivation and social cognitive theory (2019)Personality and leadership: A qualitative and quantitative review. (2002)Identifying careless responses in survey data. (2012)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1988Cognitive Load During Problem Solving: Effects on Learning10,975 cited
  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 1991THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS8,686 cited
  • 2002Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.7,759 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 2001A 2 × 2 achievement goal framework.3,945 cited
  • 1997A hierarchical model of approach and avoidance achievement motivation.3,713 cited
  • 1999A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several five-factor models3,150 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 1996Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.2,510 cited
  • 1974The Relaxation Response2,467 cited
  • 2000Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research.2,124 cited
  • 1993Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.1,829 cited
  • 2001The Science of Training: A Decade of Progress

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1,702 cited
  • 1989Impact of conceptions of ability on self-regulatory mechanisms and complex decision making.1,556 cited
  • 2017Learning, Remembering, and Understanding1,433 cited
  • Cited by

    • 2013Performance Adaptation327 cited
    • 2018Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment303 cited
    • 2015Advancing research on team process dynamics280 cited
    • 2012Introducing the construct curiosity for predicting job performance163 cited
    • 2020Adaptive expertise and creative thinking: A synthetic review and implications for practice118 cited
    • 2013Work Groups and Teams in Organizations: Review Update81 cited
    • 2011Motivating protégés' personal learning in teams: A multilevel investigation of autonomy support and autonomy orientation.77 cited
    • 2016Capturing the multilevel dynamics of emergence76 cited
    • 2012Learner-controlled practice difficulty in the training of a complex task: Cognitive and motivational mechanisms.65 cited
    • 2014Looking Back and Looking Forward: Trends in Training and Development Research53 cited
    • 2009Building an Infrastructure for Organizational Learning: A Multilevel Approach42 cited
    • 2018Exploration-exploitation tradeoffs and information-knowledge gaps in self-regulated learning: Implications for learner-controlled training and development41 cited
    • 2018Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning40 cited
    • 2010Strategic information provision and experiential variety as tools for developing adaptive leadership skills.39 cited
    • 2016Learner Control and e-Learning: Taking Stock and Moving Forward31 cited
    • 2022Is employee training really gender-neutral? Introducing a sex/gender-sensitive model of training28 cited