Learning orientation and goal orientation context: Relationships with cognitive and affective learning outcomes

Learning orientation and goal orientation context: Relationships with cognitive and affective... A field experiment of ninety‐six employees tested a model of the relationships among dispositional learning orientation, self‐efficacy, goal orientation context, and declarative knowledge. Specifically, the model predicted positive influences of task‐specific self‐efficacy (pre‐ and mid‐training) and declarative knowledge in the relationship between learning orientation and posttraining self‐efficacy. In addition, the model included a positive path from goal orientation context (0 = performance; 1 = learning) to posttraining self‐efficacy. Finally, the model included the interactive effect of learning orientation and goal orientation context on posttraining self‐efficacy. The setting was an introductory Microsoft Access 97 software training course. But for three, the hypotheses were supported, including the hypothesized interaction effect. Tests of three alternative models showed poorer fits to the data than the hypothesized model. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Human Resource Development Quarterly Wiley

Learning orientation and goal orientation context: Relationships with cognitive and affective learning outcomes

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Publisher
Wiley
Copyright
Copyright © 2003 Wiley Periodicals, Inc.
ISSN
1044-8004
eISSN
1532-1096
DOI
10.1002/hrdq.1077
Publisher site
See Article on Publisher Site

Abstract

A field experiment of ninety‐six employees tested a model of the relationships among dispositional learning orientation, self‐efficacy, goal orientation context, and declarative knowledge. Specifically, the model predicted positive influences of task‐specific self‐efficacy (pre‐ and mid‐training) and declarative knowledge in the relationship between learning orientation and posttraining self‐efficacy. In addition, the model included a positive path from goal orientation context (0 = performance; 1 = learning) to posttraining self‐efficacy. Finally, the model included the interactive effect of learning orientation and goal orientation context on posttraining self‐efficacy. The setting was an introductory Microsoft Access 97 software training course. But for three, the hypotheses were supported, including the hypothesized interaction effect. Tests of three alternative models showed poorer fits to the data than the hypothesized model.

Journal

Human Resource Development QuarterlyWiley

Published: Dec 1, 2003

References

  • Goal orientation and organizational research: A conceptual and empirical foundation
    Button, Button; Mathieu, Mathieu; Zajac, Zajac
  • Differential effects of learner effort and goal orientation on two learning outcomes
    Fisher, Fisher; Ford, Ford
  • Task‐specific motivation: An integrative approach to issues of measurement, mechanisms, processes, and determinants
    Kanfer, Kanfer
  • Performance feedback effects in training: The role of perceived controllability
    Martocchio, Martocchio; Dulebohn, Dulebohn
  • Effects of feedback and cognitive playfulness on performance in microcomputer software training
    Martocchio, Martocchio; Webster, Webster
  • Effects of self‐efficacy and goal orientation on negotiation skill maintenance: What are the mechanisms
    Stevens, Stevens; Gist, Gist

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