A NOVEL GOAL-ORIENTED APPROACH FOR TRAINING OLDER ADULT COMPUTER NOVICES: BEYOND THE EFFECTS OF INDIVIDUAL-DIFFERENCE FACTORS

Abstract

The present research evaluated a goal-oriented training approach in comparison to a more standard training approach (i.e., verbal persuasion). The goal-oriented approach combined participatory goal setting with performance feedback to enhance training with older adults. One hundred and six computer novices, ranging in age from 50-89 years, were randomly assigned to one of the two training conditions and individually participated in two consecutive days of computer spreadsheet training. As hypothesized, Goal-oriented trainees generally achieved significantly greater mean changes in both computer attitudinal/efficacy and computer task proficiency measures (e.g., task completion time). Verbal Persuasion trainees also exhibited significant changes in both types of training outcomes but to a lesser extent than Goal-oriented trainees. Controlling for scores on intellectual ability (crystallized, fluid) and the ''big five'' personality dimensions through analysis of covariance did not significantly change study results.

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