Frame-of-Reference Training Effectiveness: Effects of Goal Orientation and Self-Efficacy on Affective, Cognitive, Skill-Based, and Transfer Outcomes

Erich C. Dierdorff; Eric A. Surface; Kenneth G. Brown

doi:10.1037/a0020856

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Frame-of-Reference Training Effectiveness: Effects of Goal Orientation and Self-Efficacy on Affective, Cognitive, Skill-Based, and Transfer Outcomes

Journal article

Peer reviewed

Frame-of-Reference Training Effectiveness: Effects of Goal Orientation and Self-Efficacy on Affective, Cognitive, Skill-Based, and Transfer Outcomes

Erich C. Dierdorff, Eric A. Surface and Kenneth G. Brown

Journal of applied psychology, Vol.95(6), pp.1181-1191

11/01/2010

DOI: 10.1037/a0020856

PMID: 20853944

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Abstract

Empirical evidence supporting frame-of-reference (FOR) training as an effective intervention for calibrating raters is convincing. Yet very little is known about who does better or worse in FOR training. We conducted a field study of how motivational factors influence affective, cognitive, and behavioral learning outcomes, as well as near transfer indexed by achieving professional certification. Relying on goal orientation theory, we hypothesized effects for 3 goal orientations: learning, prove performance, and avoid performance. Results were generally supportive across learning outcomes and transfer. Findings further supported a hypothesized interaction between learning self-efficacy and avoid performance goal orientation, such that higher levels of learning self-efficacy mitigated the negative effects of higher performance avoid tendencies.

Business & Economics

Management

Psychology

Psychology, Applied

Social Sciences

Details

Title: Subtitle: Frame-of-Reference Training Effectiveness: Effects of Goal Orientation and Self-Efficacy on Affective, Cognitive, Skill-Based, and Transfer Outcomes
Creators: Erich C. Dierdorff - DePaul University
Eric A. Surface - SWA Consulting Inc., Raleigh, NC, US
Kenneth G. Brown - Univ Iowa, Dept Management & Org, Henry B Tippie Coll Business, Iowa City, IA 52242 USA
Resource Type: Journal article
Publication Details: Journal of applied psychology, Vol.95(6), pp.1181-1191
Publisher: Amer Psychological Assoc
DOI: 10.1037/a0020856
PMID: 20853944
ISSN: 0021-9010
eISSN: 1939-1854
Number of pages: 11
Grant note: DOI: 10.13039/100010529, name: American Council on the Teaching of Foreign Languages (ACTFL)
Language: English
Date published: 11/01/2010
Academic Unit: Management and Entrepreneurship ; Educational Policy and Leadership Studies; Center for Social Science Innovation
Record Identifier: 9984372057502771

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