Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects

• 成果类型: Article; Proceedings Paper
• 署名作者: Keith, N; Frese, M
• 署名单位: Justus Liebig University Giessen
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/0021-9010.90.4.677
• 发表日期: 2005
• 页码: 677-691
• 关键词: self-regulation; adaptive transfer; ERROR MANAGEMENT; Active learning

摘要

In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five volunteer students learned a computer program under 1 of 3 conditions: error avoidant training, error management training, or error management training supplemented with a metacognitive module. As predicted, both forms of error management training led to better transfer performance than did error avoidant training (d = 0.75). Mediation hypotheses were fully supported: Emotion control and metacognitive activity (from verbal protocols) mediated performance differences. These findings highlight the potential of promoting self-regulatory processing during training.