Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability

Organizational Behavior and Human Decision Processes

Volumn 85, Issue 1, 2001, Pages 1-31

  Kozlowski, Steve W J ^a   Gully, Stanley M ^b   Brown, Kenneth G ^c   Salas, Eduardo ^d   Smith, Eleanor M ^e   Nason, Earl R ^f  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b RUTGERS UNIVERSITY   (United States)

^c UNIVERSITY OF IOWA   (United States)

^d UNIVERSITY OF CENTRAL FLORIDA   (United States)

^e Personnel Decisions Research Institute Inc   (United States)

^f USAF   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002298086     PISSN: 07495978     EISSN: None     Source Type: Journal    
DOI: 10.1006/obhd.2000.2930     Document Type: Article

References (78)

1. Ackerman P. L., Kanfer R., Goff M. Cognitive and noncognitive determinants and consequences of complex skill acquisition. Journal of Experimental Psychology: Applied. 1:1995;270-304
2. Acton W. H., Johnson P. J., Goldsmith T. E. Structural knowledge assessment: Comparison of referent structures. Journal of Educational Psychology. 86:1994;303-311
3. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology. 84:1992;261-271
4. Ames C., Archer J. Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology. 80:1988;260-267
5. Archer J. A. Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology. 19:1994;430-446
6. Atkinson J. W. An introduction to motivation. 1964;Van Nostrand, Princeton
7. Baldwin T. T., Ford J. K. Transfer of training: A review and directions for future research. Personnel Psychology. 41:1988;63-105
8. Bandura A. Self-efficacy mechanism in human agency. American Psychologist. 37:1982;122-147
9. Bandura A. Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes. 50:1991;248-287
10. Beaubien, J. M, &, Payne, S. C. (1999, May). Individual goal orientation as a predictor of job and academic performance: A meta-analytic review and integration. Paper presented at the 14th Annual Meeting of the Society for Industrial and Organizational Psychology, Atlanta, GA
11. Bell, B. S, &, Kozlowski, S. W. J. (2000, April). Goal orientation and ability: Interactive effects on affective, cognitive, and behavioral training outcomes. In K. A. Smith-Jentsch (Chair), Goal orientation, training processes, and outcomes. Symposium presented at the 15th Annual Conference of the Society for Industrial and Organizational Psychology, New Orleans, LA
12. Bentler P. M. EQS: Structural equations program manual. 1993;BMDP Statistical Science, Los Angeles
13. Brown R., Pressley M. Self-regulated reading and getting meaning from text: The transactional strategies instruction model and its ongoing validation. Schunk D. H., Zimmerman B. J. Self-regulation of learning and performance. 1994;155-179 LEA, Hillsdale
14. Button S. B., Mathieu J. E., Zajac D. M. Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes. 67:1996;26-48
15. Chan D. The conceptualization and analysis of change over time: An integrative approach incorporating longitudinal mean and covariance structures analysis (LMACS) and multiple indicator latent growth modeling (MLGM). Organizational Research Methods. 1:1998;421-483
16. Chen G., Gully S. M., Whiteman J. K., Kilcullen R. Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance. Journal of Applied Psychology. 85:2000;834-847
17. Cohen J. Statistical power analysis for the behavioral sciences. 1988;Erlbaum, Mahwah
18. Cohen J. A power primer. Psychological Bulletin. 112:1992;155-159
19. Cohen J., Cohen P. Applied multiple regression/correlation analysis for the behavioral sciences. 1983;Erlbaum, Hillsdale
20. Colquitt J. A., Simmering M. J. Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study. Journal of Applied Psychology. 83:1998;654-665
21. Cook T. D., Campbell D. T. Quasi-experimentation: Design and analysis issues for field settings. 1979;Houghton Mifflin, Boston
22. Dorsey D. W., Campbell G. E., Foster L. L., Miles D. E. Assessing knowledge structures: Relations with experience and posttraining performance. Human Performance. 12:1999;31-57
23. Dweck C. S. Mental processes affecting learning. American Psychologist. 41:1986;1040-1048
24. Earley C. P., Connolly T., Ekegren G. Goals, strategy development, and task performance: Some limits on the efficacy of goal setting. Journal of Applied Psychology. 74:1989;24-33
25. Eison, J. A. (1979). The development and validation of a scale to assess different student orientations towards grades and learning. Unpublished doctoral dissertation, University of Tennessee, Knoxville, TN
26. Fisher S. L., Ford J. K. Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology. 51:1998;397-420
27. Fitts P., Posner M. I. Automatic and controlled processing theory and its application to human factors problems. Hancock P. A. Human factors psychology. 1967;159-177 North-Holland, New York
28. Ford J. K., Kraiger K. The application of cognitive constructs to the instructional systems model of training: Implications for needs assessment, design and transfer. Cooper C. L., Robertson I. T. International review of industrial and organizational psychology. 1995;1-48 Wiley, New York
29. Ford J. K., Smith E. M., Weissbein D. A., Gully S. M., Salas E. Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology. 83:1998;218-233
30. Gagne R. M. Conditions of learning. 1970;Holt, Rinehart & Winston, New York
31. Gist M. E., Bavetta A. G., Stevens C. K. Transfer training method: Its influence on skill generalization, skill retention, and performance level. Personnel Psychology. 43:1990;501-523
32. Gist M. E., Mitchell T. R. Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review. 17:1992;183-211
33. Gist M. E., Stevens C. K. Effects of practice conditions and supplemental training method on cognitive learning and interpersonal skill generalization. Organizational Behavior and Human Decision Processes. 75:1998;142-169
34. Gist M. E., Stevens C. K., Bavetta A. G. Effects of self-efficacy and post-training intervention on the acquisition and maintenance of complex interpersonal skills. Personnel Psychology. 44:1991;837-861
35. Glaser R. The reemergence of learning theory within instructional research. American Psychologist. 45:1990;29-39
36. Goldstein I. L., Gilliam P. Training systems in the year 2000. American Psychologist. 45:1990;134-143
37. Graham S., Golan S. Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology. 82:1991;187-196
38. Hollenbeck J. R., Williams C., Klein H. An empirical examination of antecedents of commitment to difficult goals. Journal of Applied Psychology. 74:1989;18-23
39. Hu L., Bentler P. M. Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods. 3:1998;424-453
40. Inzana C. M., Driskell J. E., Salas E., Johnston J. H. Effects of preparatory information on enhancing performance under stress. Journal of Applied Psychology. 81:1996;429-435
41. Kanfer R. Work motivation: New directions in theory and research. Cooper C. L., Robinson I. T. International review of industrial and organizational psychology. 7:1992;1-53 Wiley, London
42. Kanfer R., Ackerman P. L. Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology. 74:1989;657-689
43. Karoly P. Mechanisms of self-regulation: A systems review. Annual Review of Psychology. 44:1993;23-52
44. Kozlowski S. W. J. Training and developing adaptive teams: Theory, principles, and research. Cannon-Bowers J. A., Salas E. Decision making under stress: Implications for training and simulation. 1998;115-153 APA Books, Washington
45. Kozlowski S. W. J., Gully S. M., McHugh P. P., Salas E., Cannon-Bowers J. A. A dynamic theory of leadership and team effectiveness: Developmental and task contingent leader roles. Ferris G. R. Research in personnel and human resource management. 14:1996;253-305 JAI Press, Greenwich
46. Kozlowski, S. W. J, Toney, R. J, Mullins, M. E, Weissbein, D. A, Brown, K. G, &, Bell, B. S. (in press), Developing adaptability: A theory for the design of integrated-embedded training systems. In, E. Salas, (Ed.), Advances in human performance and cognitive engineering research, (Vol, 1). Greenwich, CT, JAI Press
47. Kraiger K., Ford J. K., Salas E. Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology. 78:1993;311-328
48. Kraiger K., Salas E., Cannon-Bowers J. A. Measuring knowledge organization as a method for assessing learning during training. Human Factors. 37:1995;804-816
49. Latham G. P., Locke E. A. Self regulation through goal setting. Organizational Behavior and Human Decision Processes. 50:1991;212-247
50. Martocchio J. J. Effects of conceptions of ability, and academic achievement. Journal of Applied Psychology. 79:1994;819-825
51. Martocchio J. J., Dulebohn J. Performance feedback effects in training: The role of perceived controllability. Personnel Psychology. 47:1994;357-373
52. Martocchio J. J., Webster J. Effects of feedback and cognitive playfulness on performance in microcomputer training. Personnel Psychology. 45:1992;553-578
53. Meece J. The role of motivation in self-regulated learning. Schunk D. H., Zimmerman B. J. Self-regulation of learning and performance. 1994;25-44 LEA, Hillsdale
54. Mitchell T. R., Hopper H., Daniels D., George-Falvy J., James L. R. Predicting self-efficacy and performance during skill acquisition. Journal of Applied Psychology. 49:1994;506-517
55. Nason, E. R, Gully, S. M, Brown, K. G, &, Kozlowski, S. W. J. (, 1995, May). Skill acquisition and declarative knowledge: Where structural knowledge fits. Paper presented at the 10th Annual Conference of the Society for Industrial and Organizational Psychology, Orlando, FL
56. Nicholls J. G. The development of the concepts of effort and ability, perception of own attainment, and the understanding that difficult tasks require more ability. Child Development. 49:1978;800-814
57. Nicholls J. G. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review. 91:1984;328-346
58. Nolen S. B., Haladyna T. M. Motivation and studying in high school science. Journal of Research on Science Teaching. 27:1990;115-126
59. Pedhazur E. J. Multiple regression in behavioral research. 1982;Holt, Rinehart & Winston, Fort Worth
60. Phillips J. M., Gully S. M. The role of goal orientation, ability, need for achievement and locus of control in the self-efficacy and goal setting process. Journal of Applied Psychology. 82:1997;792-802
61. Pintrich P. R., Garcia T. Student goal orientation and self-regulation in the college classroom. Maehr M. L., Pintrich P. R. Advances in motivation and achievement. 7:1991;371-402 JAI Press, Greenwich
62. Raykov T., Widaman K. F. Issues in applied structural equation modeling. Structural Equation Modeling. 2:1995;289-318
63. Ree M. J., Earles J. A. Predicting training success: Not much more than g. Personnel Psychology. 44:1991;321-332
64. Schmidt R. A., Bjork R. A. New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science. 3:1992;207-217
65. Schunk D. H. Goal setting and self-efficacy during self-regulated learning. Educational Psychologist. 25:1990;71-86
66. Schvaneveldt R. W. Pathfinder associative networks: Studies in knowledge organization. 1990;Ablex, Norwood
67. Smith E. M., Ford J. K., Kozlowski S. W. J. Building adaptive expertise: Implications for training design. Quinones M. A., Dudda A. Training for the 21st century technology: Applications of psychological research. 1997;89-118 APA Books, Washington
68. Stevens C. K., Gist M. E. Effects of self-efficacy and goal-orientation training on negotiation skill maintenance: What are the mechanisms? Personnel Psychology. 50:1997;955-978
69. Stock J., Cervone D. Proximal goal-setting and self-regulatory processes. Cognitive Therapy and Research. 14:1990;483-498
70. Stout R. J., Salas E., Kraiger K. Role of trainee knowledge structures in aviation team environments. International Journal of Aviation Psychology. 7:1997;235-250
71. Sugawara H. M., MacCallum R. C. Effect of estimation method on incremental fit indexes for covariance structure models. Applied Psychological Measurement. 17:1993;365-377
72. Tannenbaum S. I., Yukl G. Training and development in work organizations. Annual Review of Psychology. 43:1992;399-441
73. Thomas K., Mathieu J. E. Role of causal attributions in dynamic self-regulation and goal processes. Journal of Applied Psychology. 79:1994;812-818
74. VandeWalle D. Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement. 57:1997;995-1015
75. VandeWalle D., Cummings L. L. A test of the influence of goal orientation on the feedback-seeking process. Journal of Applied Psychology. 82:1997;390-400
76. Weaver J. L., Bowers C. A., Salas E., Cannon-Bowers J. A. Networked simulations: New paradigms for team performance research. Behavioral Research Methods, Instruments, & Computers. 27:1995;12-24
77. Winters D., Latham G. P. The effect of learning versus outcome goals on a simple versus complex task. Group and Organization Management. 21:1996;236-250
78. Wood R. E. Task complexity: Definition of the construct. Organizational Behavior and Human Decision Processes. 37:1986;60-82