Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer
成果类型：
Article; Proceedings Paper
署名作者：
Ford, JK; Smith, EM; Weissbein, DA; Gully, SM; Salas, E
署名单位：
Michigan State University; United States Department of Defense; United States Navy; George Mason University
刊物名称：
JOURNAL OF APPLIED PSYCHOLOGY
ISSN/ISSBN：
0021-9010
DOI：
10.1037/0021-9010.83.2.218
发表日期：
1998
页码：
218-233
关键词：
摘要：
A model of learning transfer that focused on the active role of the learner was developed and tested within a complex decision-making task. The study examined how individual differences, learning strategies, and training outcomes influenced transfer of learning to a more complex task. A sample of 93 undergraduate students participated in 2-day radar operations study. Hierarchical regression analysis results indicated that mastery orientation was positively related to metacognitive activity of the learner. Metacognitive activity was significantly related to knowledge acquisition, skilled performance at the end of training, and self-efficacy. All 3 of these training outcomes wore related to performance on the transfer task. Implications of these findings for research and practice are discussed.
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