Article2001

Goal orientation and practice condition as predictors of training results

36 citations0/0 files storedHuman Resource Development Quarterly

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Human Resource Development and Performance Evaluation Education, Achievement, and Giftedness Learning Styles and Cognitive Differences

Abstract

Abstract This study examines the training outcomes related to the interaction between the motivational factor of learning goal orientation and the situational factor of practice distribution. Participants in weekly (spaced) and residential (massed) labor education classes were assessed at the beginning of training for cognitive ability and learning goal orientation. At the end of training, declarative knowledge and task‐specific self‐efficacy were examined as outcomes. Contrary to expectations, it was found that individuals with high learning goal orientation had more positive outcomes in the massed practice course than in the spaced practice course.

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References

1988A social-cognitive approach to motivation and personality.1986Motivational processes affecting learning.1993Handbook of industrial and organizational psychology 1992Self-Efficacy: A Theoretical Analysis of Its Determinants and Malleability 1987Cognitive Psychology and Its Implications 1988Goals: An approach to motivation and achievement.1984Validity and utility of alternative predictors of job performance.1993Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation.

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