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DIFFERENTIAL EFFECTS OF LEARNER EFFORT AND GOAL ORIENTATION ON TWO LEARNING OUTCOMES
Author(s) -
FISHER SANDRA L.,
FORD J. KEVIN
Publication year - 1998
Publication title -
personnel psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 6.076
H-Index - 142
eISSN - 1744-6570
pISSN - 0031-5826
DOI - 10.1111/j.1744-6570.1998.tb00731.x
Subject(s) - psychology , outcome (game theory) , task (project management) , goal orientation , process (computing) , workload , orientation (vector space) , cognitive psychology , social psychology , applied psychology , mathematics education , computer science , geometry , mathematics , management , mathematical economics , economics , operating system
Training research is beginning to examine the trainee as an active participant in the learning process. One component of this process involves the choices learners make about the effort they will apply to the learning task. Learner effort was examined in two ways: amount of effort and type of effort. Both amount and type of effort were measured in multiple ways. The results indicated that mastery orientation and time on task were the strongest predictors of performance on the knowledge learning outcome, while perceived mental workload and the use of an example during learning predicted performance on the application learning outcome. Implications for training practice and research are discussed.