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Learning orientation and goal orientation context: Relationships with cognitive and affective learning outcomes
Author(s) -
Martocchio Joseph J.,
Hertenstein Edward J.
Publication year - 2003
Publication title -
human resource development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.756
H-Index - 65
eISSN - 1532-1096
pISSN - 1044-8004
DOI - 10.1002/hrdq.1077
Subject(s) - goal orientation , psychology , orientation (vector space) , context (archaeology) , self efficacy , cognitive psychology , cognition , task (project management) , social psychology , paleontology , geometry , mathematics , management , neuroscience , economics , biology
A field experiment of ninety‐six employees tested a model of the relationships among dispositionallearning orientation, self‐efficacy, goal orientation context, and declarative knowledge. Specifically, themodel predicted positive influences of task‐specific self‐efficacy (pre‐ andmid‐training) and declarative knowledge in the relationship between learning orientation andposttraining self‐efficacy. In addition, the model included a positive path from goal orientation context(0 = performance; 1 = learning) to posttraining self‐efficacy. Finally, themodel included the interactive effect of learning orientation and goal orientation context on posttrainingself‐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 modelsshowed poorer fits to the data than the hypothesized model.