Book contents
- The Cambridge Handbook of Workplace Training and Employee Development
- The Cambridge Handbook of Workplace Training and Employee Development
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Miscellaneous Frontmatter
- Preface
- 1 Introduction and Overview
- Part I Fundamental Issues in Learning and Transfer
- Part II Understanding the Learner
- 6 The Role of Abilities in Learning and Training Performance
- 7 Taking Charge of Your Own Learning
- 8 Genuine and Perceived Demographic Differences in Training and Development
- Part III Designing the Intervention
- Part IV Special Topics
- Part V Workplace Learning from Other Lenses
- Index
- References
7 - Taking Charge of Your Own Learning
Self-Regulation in Training
from Part II - Understanding the Learner
Published online by Cambridge University Press: 30 October 2017
Edited by
Book contents
- The Cambridge Handbook of Workplace Training and Employee Development
- The Cambridge Handbook of Workplace Training and Employee Development
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Miscellaneous Frontmatter
- Preface
- 1 Introduction and Overview
- Part I Fundamental Issues in Learning and Transfer
- Part II Understanding the Learner
- 6 The Role of Abilities in Learning and Training Performance
- 7 Taking Charge of Your Own Learning
- 8 Genuine and Perceived Demographic Differences in Training and Development
- Part III Designing the Intervention
- Part IV Special Topics
- Part V Workplace Learning from Other Lenses
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2017
References
Ajzen, I. 1991. The theory of planned behavior. Organizational Behavior and Human Decision Processes 50: 179–211.Google Scholar
Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Bandura, A. 1991. Social cognitive theory of self-regulation.” Organizational Behavior and Human Decision Processes 50: 248–287.Google Scholar
Bandura, A., and Cervone, D. 1983. Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology 45: 1017–1028>.Google Scholar
Bandura, A., and Cervone, D. 1986. Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes 38: 92–113.Google Scholar
Bell, B. S., and Kozlowski, S. W. J. 2002. Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology 87: 497–505.Google Scholar
Bell, B. S., and Kozlowski, S. W. J. 2008. Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology 93: 296–316.Google Scholar
Boekaerts, M., Pintrich, P. R., and Zeidner, M., eds., 2000. Handbook of Self-Regulation. San Diego, CA: Academic Press.Google Scholar
Brown, K. G. 2001. Using computers to deliver training: Which employees learn and why? Personnel Psychology 54: 271–296.Google Scholar
Brown, K. G., and Charlier, S. D. 2013. An integrative model of e-learning use: Leveraging theory to understand and increase usage. Human Resource Management Review 23: 37–49.Google Scholar
Brown, K. G., Charlier, S. D., and Pierotti, A. 2012. E-learning in work organizations: Contributions of past research and suggestions for the future. In Hodgkinson, G. P. and Ford, J. K., eds. International Review of Industrial and Organizational Psychology, 27, 89–114. Chichester, UK: John Wiley and Sons.Google Scholar
Butler, D. L., and Winne, P. H. 1995. Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65: 245–281.Google Scholar
Campion, M. A., and Lord, R. G. 1982. A control systems conceptualization of the goal setting and changing process. Organizational Behavior and Human Performance 30: 265–287.Google Scholar
Carver, C. S., and Scheier, M. F. 1998. On the Self-Regulation of Behavior. New York: Cambridge University Press.Google Scholar
Chen, G., and Mathieu, J. E. 2008. Goal orientation dispositions and performance trajectories: The roles of supplementary and complementary situational inducements. Organizational Behavior and Human Decision Processes 106: 21–38.Google Scholar
Colquitt, J. A., Lepine, J. A., and Noe, R. A. 2000. Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology 85: 676–707.CrossRefGoogle ScholarPubMed
Diefendorff, J. M., and Chandler, M. M. 2011. Motivating employees. In Zedeck, S., ed., Handbook of Industrial and Organizational Psychology, 65–135. Washington, DC: American Psychological Association.Google Scholar
Donovan, J. J., and Hafsteinsson, L. G. 2006. The impact of goal-performance discrepancies, self-efficacy and goal orientation on upward goal revision. Journal of Applied Social Psychology 36: 1046–1099.Google Scholar
Donovan, J. J., and Williams, K. J. 2003. Missing the mark: Effects of time and causal attributions on goal revision in response to goal-performance discrepancies. Journal of Applied Psychology 88: 379–390.Google Scholar
Donovan, J. J., Bateman, T., and Heggestad, E. D. 2013. Individual differences in work motivation: Current directions and future needs. In Christiansen, N. and Tett, R. P., eds., Handbook of Personality at Work, 101–128. New York: Psychology Press/Routledge.Google Scholar
Donovan, J. J., Dwight, S. A., and Schneider, D. 2004. Goal revision processes in an organizational context. Manuscript presented at the 19th Annual Conference of the Society for Industrial and Organizational Psychology. Chicago, April.Google Scholar
Donovan, J. J., Lorenzet, S. J., Dwight, S. A., and Schneider, D. 2008. Self-regulation in training: The effects of goal-performance discrepancies on subsequent goals and effort. Paper presented at the 23rd Annual Conference of the Society for Industrial and Organizational Psychology. San Francisco.Google Scholar
Dweck, C. S. 1989. Motivation. In Lesgold, A. and Glaser, R., eds., Foundations for a Psychology of Education, 87–136. Hillsdale, NJ: Erlbaum.Google Scholar
Elicker, J. D., Lord, R. G., Ash, S. R., Kohari, N. E., Hruska, B. J., McConnell, N. L., and Medvedeff, M. E. 2009. Velocity as a predictor of performance satisfaction, mental focus, and goal revision. Applied Psychology: An International Review 59: 495–514.Google Scholar
Erez, M. 1977. Feedback: A necessary condition for goal setting/performance relationship. Journal of Applied Psychology 62: 624–627.Google Scholar
Erez, M., Gopher, D., and Arzi, N. 1990. Effects of goal difficulty, self-set goals, and monetary rewards on dual task performance. Organizational Behavior and Human Decision Processes 47: 247–269.CrossRefGoogle Scholar
Fishbein, M., and Azjen, I. 1975. Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley.Google Scholar
Frese, M., Brodbeck, F., Heinbokel, T., Mooser, C., Schleiffenbaum, E., andThiemann, P. 1991. Errors in training computer skills: On the positive function of errors. Human–Computer Interaction 6: 77–93.Google Scholar
Gist, M. E., Stevens, C. K., and Bavetta, A. G. 1991. Effects of self-efficacy and post-training intervention on the acquisition and maintenance of complex interpersonal skills. Personnel Psychology 44: 837–861.Google Scholar
Heggestad, E. D., and Kanfer, R. 2000. Individual differences in trait motivation: Development of the motivational trait questionnaire. International Journal of Educational Research 33: 751–777.Google Scholar
Hofmann, D. H., Jacobs, R., and Gerras, S. J. 1992. Mapping individual performance over time. Journal of Applied Psychology 77: 185–195.Google Scholar
Kanfer, R., and Ackerman, P. L. 1989. Motivation and cognitive abilities: An integrative aptitude/treatment interaction approach to skill acquisition. Journal of Applied Psychology 74: 657–690.CrossRefGoogle Scholar
Karl, K. A., O’Leary-Kelly, A. M., and Martocchio, J. J. 1993. The impact of feedback and self-efficacy on performance in training. Journal of Organizational Behavior 14: 379–394.Google Scholar
Karoly, P. 1993. Mechanisms of self-regulation: A systems view. Annual Review of Psychology 44: 23–52.Google Scholar
Kim, K., Oh, I., Chiaburu, D. S., and Brown, K. G. 2012. Does positive perception of oneself boost learning motivation and performance? International Journal of Selection and Assessment 20: 257–271.Google Scholar
Kluger, A. N., and DeNisi, A. 1996. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 119: 254–284.Google Scholar
Kozlowski, S. W., Gully, S. M., Brown, K. G., Salas, E., Smith, E. M., and Nason, E. R. 2001. Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability. Organizational Behavior and Human Decision Processes 85: 1–31.Google Scholar
Kraiger, K., and Jerden, E. 2007. A meta-analytic investigation of learner control: Old findings and new directions. In Fiore, S. M., and Salas, E., eds., Toward a Science of Distributed Learning, 65–90. Washington, DC: American Psychological Association.Google Scholar
Locke, E. A., and Latham, G. P. 1990. A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Locke, E. A., and Latham, G. P. 2002. Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist 57: 705–717.Google Scholar
Lord, R. G., Diefendorff, J. M., Schmidt, A. M., and Hall, R. J. 2010. Self-regulation at work. Annual Review of Psychology 61: 543–568.Google Scholar
McGonigal, J. 2011. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin Press.Google Scholar
Mikulincer, M. 1994. Human Learned Helplessness: A Coping Perspective. New York: Plenum Press.CrossRefGoogle Scholar
Payne, S. C., Youngcourt, S. S., and Beaubien, J. M. 2007. A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology 92: 128–150.Google Scholar
Phillips, J. M., and Gully, S. M. 1997. Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal setting process. Journal of Applied Psychology 82: 792–802.Google Scholar
Pintrich, P. R. 2000. The role of goal orientation in self-regulated learning. In Boekaerts, M., Pintrich, P. R., and Zeidner, M., eds., Handbook of Self-Regulation, 451–502. San Diego, CA: Academic.Google Scholar
Rynes, S. L. 2012. The research-practice gap in I/O Psychology and related fields: Challenges and potential solutions. In Kozlowski, S. W. J., ed., The Oxford Handbook of Organizational Psychology, 409–452. New York: Oxford University Press.Google Scholar
Schmidt, A. M., and DeShon, R. P. 2007. What to do? The effects of discrepancies, incentives, and time on dynamic goal prioritization. Journal of Applied Psychology 92: 928–941.Google Scholar
Schmidt, A. M., and Ford, J. K. 2003. Learning within a learner control training environment: The interactive effects of goal orientation and metacognitive instruction on learning outcomes. Personnel Psychology 56: 405–429.Google Scholar
Schunk, D. H. 1990. Goal setting and self-efficacy during self-regulated learning. Educational Psychologist 25: 71–86.Google Scholar
Schunk, D. H, and Zimmerman, B. J., eds., 1994. Self-Regulation of Learning and Performance: Issues and Educational Applications. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Sitzmann, T. 2012. A theoretical model and analysis of the role of self-regulation in the attrition process. Learning and Individual Differences 22: 46–54.Google Scholar
Sitzmann, T., and Ely, K. 2011. A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin 137: 421–442.CrossRefGoogle ScholarPubMed
Sitzmann, T., and Johnson, S. K. 2012. When is ignorance bliss? The effects of inaccurate self-assessments of knowledge on learning and attrition. Organizational Behavior and Human Decision Processes 117: 192–207.Google Scholar
Sitzmann, T., Bell, B. S., Kraiger, K., and Kanar, A. M. 2009. A multilevel analysis of the effect of prompting self-regulation in technology-delivered instruction. Personnel Psychology 62: 697–734.Google Scholar
Stajkovic, A. D., and Luthans, F. 1998. Self-efficacy and work related performance: A meta-analysis. Psychological Bulletin 124: 240–261.Google Scholar
Steele-Johnson, D., Beauregard, R. S., Hoover, P. B., and Schmidt, A. M. 2000. Goal orientation and task demand effects on motivation, affect, and performance. Journal of Applied Psychology 85: 724–738.Google Scholar
Thoresen, C. J., Bradley, J. C., Bliese, P. D., and Thoresen, J. D. 2004. The big five personality traits and individual job performance growth trajectories in maintenance and transitional job stages. Journal of Applied Psychology 89: 835–853.Google Scholar
Vancouver, J. B., and Kendall, L. N. 2006. When self-efficacy negatively relates to motivation and performance in a learning context. Journal of Applied Psychology 91: 1146–1153.Google Scholar
VandeWalle, D., Cron, W. L., and Slocum, J. W. 2001.The role of goal orientation following performance feedback. Journal of Applied Psychology 86: 629–640.Google Scholar
Williams, K. J., Donovan, J. J., and Dodge, T. L. 2000. Self-regulation of performance: Goal establishment and goal revision process in athletes. Human Performance 13: 159–180.Google Scholar
Winters, D., and Latham, G. 1996. The effect of learning versus outcome goals on a simple versus a complex task. Group and Organization Management 21: 236–250.CrossRefGoogle Scholar
Yeo, G., Loft, S., Xiao, T., and Kiewitz, C. 2009. Goal orientations and performance: Differential relationships across levels of analysis and as a function of task demands. Journal of Applied Psychology 94: 710–726.Google Scholar
Zimmerman, B. J. 2000. Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 25: 82–91.Google Scholar
Zimmerman, B. J., and Schunk, D. H., eds., 2011. Handbook of Self-Regulation of Learning and Performance. New York: Routledge.Google Scholar