The Interaction Between Learning Goal Orientation and Differentially Distributed -Practice Training Designs in Labor Education

This study examined the effects of the interaction between learning goal orientation and practice conditions on various training outcomes in labor education. Participants were students in six different labor education courses, three in the massed practice condition, and three in the distributed practice condition. Participants first completed pre-training assessments of cognitive ability, learning and performance goal orientation, and task-specific self-efficacy. After the training, stretching either four days for the massed practice condition courses or six weeks for the spaced practice condition courses, students completed post-training assessments. These assessments included measures of task-specific self-efficacy and declarative knowledge. Eight weeks after the completion of formal instruction, the participants were mailed a transfer of training assessment. This instrument included measures of task-specific self-efficacy and transfer of training, both generalization and maintenance. The model tested was based on the social cognitive theory of learning. The model included individual difference variables, situational training inputs, motivational process variables, and affective, cognitive, and behavioral training outputs. The process of social cognitive learning was upheld, although not all of the interaction variables were significant.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Labor and Industrial Relations

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Hertenstein, Edward J.

Contributors dc:contributor

• Martocchio, Joseph J.

• Education, Industrial

Language dc:language

eng

Identifier

(MiAaPQ)AAI9955623

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/87493