메뉴 건너뛰기




Volumn , Issue , 2009, Pages 135-165

An updated review of the multidimensionality of training outcomes: New directions for training evaluation research

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84917263802     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203878385     Document Type: Chapter
Times cited : (32)

References (112)
  • 1
    • 0036762138 scopus 로고    scopus 로고
    • The role of assessment in the revised taxonomy
    • Airasian, P. W., & Miranda, H. (2002). The role of assessment in the revised taxonomy. Theory Into Practice, 41, 249-254.
    • (2002) Theory Into Practice , vol.41 , pp. 249-254
    • Airasian, P.W.1    Miranda, H.2
  • 2
    • 0035229172 scopus 로고    scopus 로고
    • Nature and operation of attitudes
    • Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52, 27-58.
    • (2001) Annual Review of Psychology , vol.52 , pp. 27-58
    • Ajzen, I.1
  • 3
    • 0037997350 scopus 로고    scopus 로고
    • Individual differences in the activation and control of affective race bias as assessed by startle eye-blink response and self-report
    • Amodio, D. M., Harmon-Jones, E., & Devine, P. G. (2003). Individual differences in the activation and control of affective race bias as assessed by startle eye-blink response and self-report. Journal of Personality and Social Psychology, 84(4), 738-753.
    • (2003) Journal of Personality and Social Psychology , vol.84 , Issue.4 , pp. 738-753
    • Amodio, D.M.1    Harmon-Jones, E.2    Devine, P.G.3
  • 4
    • 58149405254 scopus 로고
    • Acquisition of a cognitive skill
    • Anderson, J. R. (1982). Acquisition of a cognitive skill. Psychological Review, 89, 369-406.
    • (1982) Psychological Review , vol.89 , pp. 369-406
    • Anderson, J.R.1
  • 6
    • 4244195739 scopus 로고    scopus 로고
    • Assessing metacognition in children and adults
    • Schraw G. Impara J., Lincoln, NE, Buros Institute of Mental Measurements, University of Nebraska Press
    • Baker, L., & Cerro, L. (2000). Assessing metacognition in children and adults. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 99-145), Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska Press.
    • (2000) Issues in the measurement of metacognition , pp. 99-145
    • Baker, L.1    Cerro, L.2
  • 8
    • 0003151948 scopus 로고    scopus 로고
    • The mind in the middle: A practical guide to priming and automaticity research
    • Reiss H.T. Judd C.M., New York, Cambridge University Press
    • Bargh, J. A., & Chartrand, T. L. (2000). The mind in the middle: A practical guide to priming and automaticity research. In H. T. Reiss & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 253-285). New York: Cambridge University Press.
    • (2000) Handbook of research methods in social and personality psychology , pp. 253-285
    • Bargh, J.A.1    Chartrand, T.L.2
  • 9
    • 0036626191 scopus 로고    scopus 로고
    • Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge
    • Bell, B. S., & Kozlowski, S. W. J. (2002a). Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge. Journal of Applied Psychology, 87, 497-505.
    • (2002) Journal of Applied Psychology , vol.87 , pp. 497-505
    • Bell, B.S.1    Kozlowski, S.W.J.2
  • 10
    • 0036050144 scopus 로고    scopus 로고
    • Adaptive guidance: Enhancing self-regulation, knowledge and performance in technology-based training
    • Bell, B. S., & Kozlowski, S. W. J. (2002b). Adaptive guidance: Enhancing self-regulation, knowledge and performance in technology-based training. Personnel Psychology, 55, 267-306.
    • (2002) Personnel Psychology , vol.55 , pp. 267-306
    • Bell, B.S.1    Kozlowski, S.W.J.2
  • 11
    • 0035487387 scopus 로고    scopus 로고
    • Exploring the structure of strength-related features: The relation between attitude importance and attitude accessibility
    • Bizer, G. Y., & Krosnick, J. A. (2001). Exploring the structure of strength-related features: The relation between attitude importance and attitude accessibility. Journal of Personality and Social Psychology, 81, 566-586.
    • (2001) Journal of Personality and Social Psychology , vol.81 , pp. 566-586
    • Bizer, G.Y.1    Krosnick, J.A.2
  • 14
    • 12144270835 scopus 로고    scopus 로고
    • The role of state goal orientation in the goal establishment process
    • Breland, B. T., & Donovan, J. J. (2005). The role of state goal orientation in the goal establishment process. Human Performance, 18, 23-53.
    • (2005) Human Performance , vol.18 , pp. 23-53
    • Breland, B.T.1    Donovan, J.J.2
  • 15
    • 85047683830 scopus 로고    scopus 로고
    • How do indirect measures of evaluation work? Evaluating the inference of prejudice in the Implicit Association Test
    • Brendl, C. M., Markman, A. B., & Messner, C. (2001). How do indirect measures of evaluation work? Evaluating the inference of prejudice in the Implicit Association Test. Journal of Personality and Social Psychology, 81, 760-773.
    • (2001) Journal of Personality and Social Psychology , vol.81 , pp. 760-773
    • Brendl, C.M.1    Markman, A.B.2    Messner, C.3
  • 16
    • 27644479284 scopus 로고    scopus 로고
    • Goal theorists should move on from performance goals
    • Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40(3), 167-176.
    • (2005) Educational Psychologist , vol.40 , Issue.3 , pp. 167-176
    • Brophy, J.1
  • 21
    • 0034367572 scopus 로고    scopus 로고
    • Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance
    • Chen, G., Gully, S. M., Whiteman, J., & Kilcullen, R. N. (2000). Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance. Journal of Applied Psychology, 85, 835-847.
    • (2000) Journal of Applied Psychology , vol.85 , pp. 835-847
    • Chen, G.1    Gully, S.M.2    Whiteman, J.3    Kilcullen, R.N.4
  • 22
    • 0034287141 scopus 로고    scopus 로고
    • Trainee attributes and attitudes revisited: A meta-analytic structural equation modeling analysis of research on training motivation
    • Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Trainee attributes and attitudes revisited: A meta-analytic structural equation modeling analysis of research on training motivation. Journal of Applied Psychology, 85, 678-706.
    • (2000) Journal of Applied Psychology , vol.85 , pp. 678-706
    • Colquitt, J.A.1    LePine, J.A.2    Noe, R.A.3
  • 23
    • 0032356319 scopus 로고    scopus 로고
    • Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study
    • Colquitt, J. A., & Simmering, M. J. (1998). Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study. Journal of Applied Psychology, 83, 654-665.
    • (1998) Journal of Applied Psychology , vol.83 , pp. 654-665
    • Colquitt, J.A.1    Simmering, M.J.2
  • 25
    • 0042709523 scopus 로고    scopus 로고
    • Assessing knowledge structure in accounting education: An application of Pathfinder associative networks
    • Curtis, M. B., & Davis, M. A. (2003). Assessing knowledge structure in accounting education: An application of Pathfinder associative networks. Journal of Accounting Education, 21, 185-195.
    • (2003) Journal of Accounting Education , vol.21 , pp. 185-195
    • Curtis, M.B.1    Davis, M.A.2
  • 27
    • 4043097771 scopus 로고    scopus 로고
    • Evaluating cognitive training outcomes: Validity and utility of structural knowledge assessment
    • Davis, M. A., Curtis, M. B., & Tschetter, J. D. (2003). Evaluating cognitive training outcomes: Validity and utility of structural knowledge assessment. Journal of Business and Psychology, 18, 191-206.
    • (2003) Journal of Business and Psychology , vol.18 , pp. 191-206
    • Davis, M.A.1    Curtis, M.B.2    Tschetter, J.D.3
  • 28
    • 85047681720 scopus 로고    scopus 로고
    • Knowledge structures and the acquisition of a complex skill
    • Day, E. A., Arthur, W., & Gettman, D. (2001). Knowledge structures and the acquisition of a complex skill. Journal of Applied Psychology, 86, 1022-1033.
    • (2001) Journal of Applied Psychology , vol.86 , pp. 1022-1033
    • Day, E.A.1    Arthur, W.2    Gettman, D.3
  • 29
    • 85047683919 scopus 로고    scopus 로고
    • Implicit prejudice and stereotyping: How automatic are they? Introduction to the special section
    • Devine, P. (2001). Implicit prejudice and stereotyping: How automatic are they? Introduction to the special section. Journal of Personality and Social Psychology, 81, 757-759.
    • (2001) Journal of Personality and Social Psychology , vol.81 , pp. 757-759
    • Devine, P.1
  • 31
    • 29444438310 scopus 로고    scopus 로고
    • A motivated action theory account of goal orientation
    • DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90, 1096-1127.
    • (2005) Journal of Applied Psychology , vol.90 , pp. 1096-1127
    • DeShon, R.P.1    Gillespie, J.Z.2
  • 33
    • 1842536232 scopus 로고    scopus 로고
    • The development and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S)
    • Dowson, M., & McInerney, D. M. (2004). The development and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). Educational and Psychological Measurement, 64, 290-310.
    • (2004) Educational and Psychological Measurement , vol.64 , pp. 290-310
    • Dowson, M.1    McInerney, D.M.2
  • 34
    • 0347453929 scopus 로고
    • Mental processes affecting learning
    • Dweck, C. S. (1986). Mental processes affecting learning. American Psychologist, 41, 1040-1048.
    • (1986) American Psychologist , vol.41 , pp. 1040-1048
    • Dweck, C.S.1
  • 35
    • 0000428928 scopus 로고
    • Achievement motivation
    • Hetherington E.M., New York, Wiley
    • Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In E. M. Hetherington, (Ed.), Handbook of child psychology (Vol. 4, pp. 643-691). New York: Wiley.
    • (1983) Handbook of child psychology , vol.4 , pp. 643-691
    • Dweck, C.S.1    Elliott, E.S.2
  • 36
    • 12444295429 scopus 로고    scopus 로고
    • Why an expert team is more than a team of experts: A social-cognitive conceptualization of team coordination and communication in sport
    • Eccles, D. W., & Tenenbaum, G. (2004). Why an expert team is more than a team of experts: A social-cognitive conceptualization of team coordination and communication in sport. Journal of Sport and Exercise Psychology, 26, 542-560.
    • (2004) Journal of Sport and Exercise Psychology , vol.26 , pp. 542-560
    • Eccles, D.W.1    Tenenbaum, G.2
  • 37
    • 84917252680 scopus 로고    scopus 로고
    • A hierarchical model of approach and avoidance achievement motivation
    • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality, 71, 369-396.
    • (1997) Journal of Personality , vol.71 , pp. 369-396
    • Elliot, A.J.1    Church, M.A.2
  • 38
    • 0030539722 scopus 로고    scopus 로고
    • Approach and avoidance goals and intrinsic motivation: A mediational analysis
    • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
    • (1996) Journal of Personality and Social Psychology , vol.70 , pp. 461-475
    • Elliot, A.J.1    Harackiewicz, J.M.2
  • 39
    • 33745714958 scopus 로고    scopus 로고
    • System breakdown: The role of mental models and transactive memory in the relationship between acute stress and team performance
    • Ellis, A. (2006). System breakdown: The role of mental models and transactive memory in the relationship between acute stress and team performance. Academy of Management Journal, 49, 576-589.
    • (2006) Academy of Management Journal , vol.49 , pp. 576-589
    • Ellis, A.1
  • 40
    • 0027600746 scopus 로고
    • Variability in the likelihood of automatic attitude activation: Data reanalysis and commentary on Bargh, Chaiken, Govender, and Pratto (1992)
    • Fazio, R. H. (1993). Variability in the likelihood of automatic attitude activation: Data reanalysis and commentary on Bargh, Chaiken, Govender, and Pratto (1992). Journal of Personality and Social Psychology, 64, 753-758.
    • (1993) Journal of Personality and Social Psychology , vol.64 , pp. 753-758
    • Fazio, R.H.1
  • 41
    • 0029448299 scopus 로고
    • Variability in automatic activation as an unobtrusive measure of racial attitudes: A bona fide pipeline?
    • Fazio, R. H., Jackson, J. R., Dunton, B. C., & Williams, C. J. (1995). Variability in automatic activation as an unobtrusive measure of racial attitudes: A bona fide pipeline? Journal of Personality and Social Psychology, 69, 1013-1027.
    • (1995) Journal of Personality and Social Psychology , vol.69 , pp. 1013-1027
    • Fazio, R.H.1    Jackson, J.R.2    Dunton, B.C.3    Williams, C.J.4
  • 43
    • 0035982313 scopus 로고    scopus 로고
    • Cross-validation of a model of intrinsic motivation with students enrolled in high school elective courses
    • Ferrer-Caja, E., & Weiss, M. R. (2002). Cross-validation of a model of intrinsic motivation with students enrolled in high school elective courses. Journal of Experimental Education, 71, 41-65.
    • (2002) Journal of Experimental Education , vol.71 , pp. 41-65
    • Ferrer-Caja, E.1    Weiss, M.R.2
  • 44
    • 0012169141 scopus 로고    scopus 로고
    • Differential effects of learner effort and goal orientation on two learning outcomes
    • Fisher, S. L., & Ford, J. K. (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51, 397-420.
    • (1998) Personnel Psychology , vol.51 , pp. 397-420
    • Fisher, S.L.1    Ford, J.K.2
  • 45
    • 0040585170 scopus 로고    scopus 로고
    • Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer
    • Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218-233.
    • (1998) Journal of Applied Psychology , vol.83 , pp. 218-233
    • Ford, J.K.1    Smith, E.M.2    Weissbein, D.A.3    Gully, S.M.4    Salas, E.5
  • 46
    • 0001205995 scopus 로고
    • Learning outcomes and their effects: Useful categories of human performance
    • Gagne, R. M. (1984). Learning outcomes and their effects: Useful categories of human performance. American Psychologist, 39, 377-385.
    • (1984) American Psychologist , vol.39 , pp. 377-385
    • Gagne, R.M.1
  • 48
    • 0002684338 scopus 로고
    • Implications of cognitive psychology for measuring job performance
    • July., Paper presented for the Committee on the Performance of Military Personnel, National Academy of Sciences, Washington, DC
    • Glaser, R., Lesgold, A., & Gott, S. (1986, July). Implications of cognitive psychology for measuring job performance. Paper presented for the Committee on the Performance of Military Personnel, National Academy of Sciences, Washington, DC.
    • (1986)
    • Glaser, R.1    Lesgold, A.2    Gott, S.3
  • 50
    • 0029202423 scopus 로고
    • Implicit social cognition: Attitudes, self-esteem, and stereotypes
    • Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4-27.
    • (1995) Psychological Review , vol.102 , pp. 4-27
    • Greenwald, A.G.1    Banaji, M.R.2
  • 52
    • 0036741839 scopus 로고    scopus 로고
    • Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation
    • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
    • (2002) Journal of Educational Psychology , vol.94 , pp. 562-575
    • Harackiewicz, J.M.1    Barron, K.E.2    Tauer, J.M.3    Elliot, A.J.4
  • 54
    • 0344629217 scopus 로고    scopus 로고
    • Practice variability and transfer of training: The role of self-efficacy generality
    • Holladay, C. L., & Quiñones, M. A. (2003). Practice variability and transfer of training: The role of self-efficacy generality. Journal of Applied Psychology, 88, 1094-1103.
    • (2003) Journal of Applied Psychology , vol.88 , pp. 1094-1103
    • Holladay, C.L.1    Quiñones, M.A.2
  • 55
    • 0242653997 scopus 로고    scopus 로고
    • From repetition to conviction: Attitude accessibility as a determinant of attitude certainty
    • Holland, R. W., & van Knippenberg, A. (2003). From repetition to conviction: Attitude accessibility as a determinant of attitude certainty. Journal of Experimental Social Psychology, 39, 594-601.
    • (2003) Journal of Experimental Social Psychology , vol.39 , pp. 594-601
    • Holland, R.W.1    van Knippenberg, A.2
  • 56
    • 3242658459 scopus 로고    scopus 로고
    • A reassessment of the relationship between job specialization, job rotation and job burnout: An example of Taiwan's hightechnology industry
    • Hsieh, A. T., & Chao, H. Y. (2004). A reassessment of the relationship between job specialization, job rotation and job burnout: An example of Taiwan's hightechnology industry. International Journal of Human Resource Management, 15, 1108-1123.
    • (2004) International Journal of Human Resource Management , vol.15 , pp. 1108-1123
    • Hsieh, A.T.1    Chao, H.Y.2
  • 58
    • 0004196618 scopus 로고
    • Cambridge, MA, Harvard University Press
    • Johnson-Laird, P. (1983). Mental models. Cambridge, MA: Harvard University Press.
    • (1983) Mental models
    • Johnson-Laird, P.1
  • 59
    • 0040173873 scopus 로고
    • Operationalizing mental models: Strategies for assessing mental models to support meaningful learning and design-supportive learning environments
    • Jonassen, D. H. (1995). Operationalizing mental models: Strategies for assessing mental models to support meaningful learning and design-supportive learning environments. CSCL Proceedings, 182-186.
    • (1995) CSCL Proceedings , pp. 182-186
    • Jonassen, D.H.1
  • 60
    • 62649158118 scopus 로고    scopus 로고
    • Mental models and computer based scientific inquiry learning: Effects of mechanistic cues on adolescent representation and reasoning about causal systems
    • Kaplan, D. E., & Black, J. B. (2003). Mental models and computer based scientific inquiry learning: Effects of mechanistic cues on adolescent representation and reasoning about causal systems. Journal of Science Education & Technology, 12, 483-493.
    • (2003) Journal of Science Education & Technology , vol.12 , pp. 483-493
    • Kaplan, D.E.1    Black, J.B.2
  • 63
    • 33645295468 scopus 로고    scopus 로고
    • The effects of personality on learning: The mediated role of goal setting
    • Klein, H. J., & Lee, S. (2006). The effects of personality on learning: The mediated role of goal setting. Human Performance, 19, 43-66.
    • (2006) Human Performance , vol.19 , pp. 43-66
    • Klein, H.J.1    Lee, S.2
  • 64
    • 33746452624 scopus 로고    scopus 로고
    • Disentangling achievement orientation and goal setting: Effects on self-regulatory processes
    • Kozlowski, S. W. J., & Bell, B. S. (2006). Disentangling achievement orientation and goal setting: Effects on self-regulatory processes. Journal of Applied Psychology, 91, 900-916.
    • (2006) Journal of Applied Psychology , vol.91 , pp. 900-916
    • Kozlowski, S.W.J.1    Bell, B.S.2
  • 65
    • 84917011580 scopus 로고    scopus 로고
    • Effects of feedback and goal orientation on individual and team regulation, learning, and performance
    • Kozlowski S.W.J., Chair, Symposium presented at the 17th Annual Conference of the Society for Industrial and Organizational Psychology, Toronto, Ontario, Canada
    • Kozlowski, S. W. J., DeShon, R. P., Schmidt, A. M., & Chambers, B. A. (2002). Effects of feedback and goal orientation on individual and team regulation, learning, and performance. In S. W. J. Kozlowski (Chair), Advances in training effectiveness: Traits, states, learning processes, and outcomes. Symposium presented at the 17th Annual Conference of the Society for Industrial and Organizational Psychology, Toronto, Ontario, Canada.
    • (2002) Advances in training effectiveness: Traits, states, learning processes, and outcomes
    • Kozlowski, S.W.J.1    DeShon, R.P.2    Schmidt, A.M.3    Chambers, B.A.4
  • 69
    • 21144468422 scopus 로고
    • Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation
    • Kraiger, K., Ford, J. K., & Salas, E. D. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78, 311-328.
    • (1993) Journal of Applied Psychology , vol.78 , pp. 311-328
    • Kraiger, K.1    Ford, J.K.2    Salas, E.D.3
  • 70
    • 0029551973 scopus 로고
    • Measuring knowledge organization as a method for assessing learning during training
    • Kraiger, K., Salas, E., & Cannon-Bowers, J. (1995). Measuring knowledge organization as a method for assessing learning during training. Human Factors, 37, 804-816.
    • (1995) Human Factors , vol.37 , pp. 804-816
    • Kraiger, K.1    Salas, E.2    Cannon-Bowers, J.3
  • 71
    • 0036762146 scopus 로고    scopus 로고
    • A revision of Bloom's taxonomy: An overview
    • Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41, 212-218.
    • (2002) Theory Into Practice , vol.41 , pp. 212-218
    • Krathwohl, D.R.1
  • 74
    • 0002343511 scopus 로고
    • Attitude strength: An overview
    • Petty R.E. Krosnick J.A., Hillsdale, NJ, Lawrence Erlbaum Associates
    • Krosnick, J. A., & Petty, R. E. (1995). Attitude strength: An overview. In R. E. Petty & J. A. Krosnick (Eds.), Attitude strength: Antecedents and consequences (pp. 1-24). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1995) Attitude strength: Antecedents and consequences , pp. 1-24
    • Krosnick, J.A.1    Petty, R.E.2
  • 77
    • 0034346370 scopus 로고    scopus 로고
    • Performance implications for leader briefings and team-interaction training for team adaptation to novel environments
    • Marks, M. A., Zaccaro, S. J., & Mathieu, J. E. (2000). Performance implications for leader briefings and team-interaction training for team adaptation to novel environments. Journal of Applied Psychology, 85, 971-986.
    • (2000) Journal of Applied Psychology , vol.85 , pp. 971-986
    • Marks, M.A.1    Zaccaro, S.J.2    Mathieu, J.E.3
  • 79
    • 0002114837 scopus 로고
    • Modern racism, ambivalence, and the Modern Racism Scale
    • Dovidio J.F. Gaertner S.L., San Diego, CA, Academic Press
    • McConahay, J. B. (1986). Modern racism, ambivalence, and the Modern Racism Scale. In J. F. Dovidio & S. L. Gaertner (Eds.), Prejudice, discrimination, and racism (pp. 91-125). San Diego, CA: Academic Press.
    • (1986) Prejudice, discrimination, and racism , pp. 91-125
    • McConahay, J.B.1
  • 80
    • 0035188623 scopus 로고    scopus 로고
    • Relations between the Implicit Association Test, explicit racial attitudes, and discriminatory behavior
    • McConnell, A. R., & Liebold, J. M. (2001). Relations between the Implicit Association Test, explicit racial attitudes, and discriminatory behavior. Journal of Experimental Social Psychology, 37, 435-442.
    • (2001) Journal of Experimental Social Psychology , vol.37 , pp. 435-442
    • McConnell, A.R.1    Liebold, J.M.2
  • 81
    • 0003008128 scopus 로고
    • Cognitive task analysis as a basis for tutor development: Articulating abstract knowledge representations
    • Psotka J. Massey L.D. Mutter S.A., Hillsdale, NJ, Lawrence Erlbaum Associates
    • Means, B., & Gott, S. P. (1988). Cognitive task analysis as a basis for tutor development: Articulating abstract knowledge representations. In J. Psotka, L. D. Massey, & S. A. Mutter (Eds.), Intelligent tutoring systems: Lessons learned (pp. 35-57). Hillsdale, NJ: Lawrence Erlbaum Associates.
    • (1988) Intelligent tutoring systems: Lessons learned , pp. 35-57
    • Means, B.1    Gott, S.P.2
  • 83
    • 0035580309 scopus 로고    scopus 로고
    • Team mental models in a team knowledge framework: Expanding theory and measurement across disciplinary boundaries
    • Mohammed, S., & Dumville, B. C. (2001). Team mental models in a team knowledge framework: Expanding theory and measurement across disciplinary boundaries. Journal of Organizational Behavior, 22, 89-106.
    • (2001) Journal of Organizational Behavior , vol.22 , pp. 89-106
    • Mohammed, S.1    Dumville, B.C.2
  • 84
    • 2442557248 scopus 로고    scopus 로고
    • Reducing the influence of extrapersonal associations on the Implicit Association Test: Personalizing the IAT
    • Olson, M. A., & Fazio, R. H. (2004). Reducing the influence of extrapersonal associations on the Implicit Association Test: Personalizing the IAT. Journal of Personality and Social Psychology, 86, 653-667.
    • (2004) Journal of Personality and Social Psychology , vol.86 , pp. 653-667
    • Olson, M.A.1    Fazio, R.H.2
  • 85
    • 4043182013 scopus 로고    scopus 로고
    • The traditional explanation for resistance versus attitude accessibility: Do they trigger distinct or overlapping processes of resistance?
    • Pfau, M., Compton, J., Parker, K. A., Wittenberg, E. M., An, C., Ferguson, M., et al. (2004). The traditional explanation for resistance versus attitude accessibility: Do they trigger distinct or overlapping processes of resistance? Human Communication Research, 30, 329-360.
    • (2004) Human Communication Research , vol.30 , pp. 329-360
    • Pfau, M.1    Compton, J.2    Parker, K.A.3    Wittenberg, E.M.4    An, C.5    Ferguson, M.6
  • 86
    • 0031480149 scopus 로고    scopus 로고
    • Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process
    • Phillips, J. M., & 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.
    • (1997) Journal of Applied Psychology , vol.82 , pp. 792-802
    • Phillips, J.M.1    Gully, S.M.2
  • 87
    • 0036762413 scopus 로고    scopus 로고
    • The role of metacognitive knowledge in learning, teaching and assessing
    • Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory Into Practice, 41, 119-225.
    • (2002) Theory Into Practice , vol.41 , pp. 119-225
    • Pintrich, P.1
  • 88
    • 0003029353 scopus 로고    scopus 로고
    • Assessing metacognition and self-regulated learning
    • Schraw G. Impara J., Lincoln, NE, Buros Institute of Mental Measurements
    • Pintrich, P. R., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measurements.
    • (2000) Issues in the measurement of metacognition , pp. 43-97
    • Pintrich, P.R.1    Wolters, C.2    Baxter, G.3
  • 90
    • 0345657044 scopus 로고
    • On looking into the black box: Prospects and limits in the search for mental models
    • Rouse, W. B., & Morris, N. M. (1986). On looking into the black box: Prospects and limits in the search for mental models. Psychological Bulletin, 100, 349-363.
    • (1986) Psychological Bulletin , vol.100 , pp. 349-363
    • Rouse, W.B.1    Morris, N.M.2
  • 91
    • 85047686528 scopus 로고    scopus 로고
    • Unlearning" automatic biases: The malleability of implicit prejudice and stereotypes
    • Rudman, L. A., Ashmore, R. D., & Gray, M. L. (2001). "Unlearning" automatic biases: The malleability of implicit prejudice and stereotypes. Journal of Personality and Social Psychology, 81, 856-868.
    • (2001) Journal of Personality and Social Psychology , vol.81 , pp. 856-868
    • Rudman, L.A.1    Ashmore, R.D.2    Gray, M.L.3
  • 92
    • 0035054389 scopus 로고    scopus 로고
    • Tutor training: A systematic investigation of tutor requirements and an evaluation of a training program
    • Sandberg, J., Christoph, N., & Emans, B. (2001). Tutor training: A systematic investigation of tutor requirements and an evaluation of a training program. British Journal of Education Technology, 32, 69-90.
    • (2001) British Journal of Education Technology , vol.32 , pp. 69-90
    • Sandberg, J.1    Christoph, N.2    Emans, B.3
  • 93
    • 0038498068 scopus 로고    scopus 로고
    • Learning within a learner control training environment: The interactive effects of goal orientation and metacognitive instruction on learning outcomes
    • Schmidt, A., & Ford, 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.
    • (2003) Personnel Psychology , vol.56 , pp. 405-429
    • Schmidt, A.1    Ford, K.2
  • 94
    • 84965393809 scopus 로고
    • New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training
    • Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207-217.
    • (1992) Psychological Science , vol.3 , pp. 207-217
    • Schmidt, R.A.1    Bjork, R.A.2
  • 97
    • 0002572585 scopus 로고
    • Exemplar-based model of social judgment
    • Smith, E. R., & Zarate, M. A. (1992). Exemplar-based model of social judgment. Psychological Review, 99, 3-21.
    • (1992) Psychological Review , vol.99 , pp. 3-21
    • Smith, E.R.1    Zarate, M.A.2
  • 98
    • 20444469755 scopus 로고    scopus 로고
    • Investigating linear and interactive effects of shared mental models on safety and efficiency in a field setting
    • Smith-Jentsch, K., Mathieu, J., & Kraiger, K. (2005). Investigating linear and interactive effects of shared mental models on safety and efficiency in a field setting. Journal of Applied Psychology, 90, 523-535.
    • (2005) Journal of Applied Psychology , vol.90 , pp. 523-535
    • Smith-Jentsch, K.1    Mathieu, J.2    Kraiger, K.3
  • 99
    • 0038298251 scopus 로고    scopus 로고
    • Predicting motivational regulations in physical education: The interplay between dispositional goal orientations, motivational climate and perceived competence
    • Standage, M., Duda, J., & Ntoumanis, N. (2003). Predicting motivational regulations in physical education: The interplay between dispositional goal orientations, motivational climate and perceived competence. Journal of Sport Sciences, 21, 631-647.
    • (2003) Journal of Sport Sciences , vol.21 , pp. 631-647
    • Standage, M.1    Duda, J.2    Ntoumanis, N.3
  • 100
    • 0031283614 scopus 로고    scopus 로고
    • Effects of self-efficacy and goal-orientation training on negotiation skill maintenance: What are the mechanisms?
    • Stevens, C. K., & Gist, M. E. (1997). Effects of self-efficacy and goal-orientation training on negotiation skill maintenance: What are the mechanisms? Personnel Psychology, 50, 955-978.
    • (1997) Personnel Psychology , vol.50 , pp. 955-978
    • Stevens, C.K.1    Gist, M.E.2
  • 102
    • 17344367225 scopus 로고    scopus 로고
    • The effects of social desirability bias on applied measures of goal orientation
    • Tan, J. A., & Hall, R. J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality & Individual Differences, 38, 1891-1902.
    • (2005) Personality & Individual Differences , vol.38 , pp. 1891-1902
    • Tan, J.A.1    Hall, R.J.2
  • 103
    • 0031523870 scopus 로고    scopus 로고
    • Development and validation of a work domain goal orientation instrument
    • VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995-1015.
    • (1997) Educational and Psychological Measurement , vol.57 , pp. 995-1015
    • VandeWalle, D.1
  • 104
    • 85047683407 scopus 로고    scopus 로고
    • The role of goal orientation following performance feedback
    • VandeWalle, D., Cron, W. L., & Slocum, J. W, Jr. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640.
    • (2001) Journal of Applied Psychology , vol.86 , pp. 629-640
    • VandeWalle, D.1    Cron, W.L.2    Slocum, J.W.3
  • 105
    • 0347931755 scopus 로고    scopus 로고
    • Effects of a sport education intervention on students' motivational responses in physical education
    • Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education intervention on students' motivational responses in physical education. Journal of Teaching in Physical Education, 23, 4-18.
    • (2004) Journal of Teaching in Physical Education , vol.23 , pp. 4-18
    • Wallhead, T.L.1    Ntoumanis, N.2
  • 107
    • 0031067645 scopus 로고    scopus 로고
    • Evidence for racial prejudice at the implicit level and its relationship with questionnaire measures
    • Wittenbrink, B., Judd, C. M., & Park, B. (1997). Evidence for racial prejudice at the implicit level and its relationship with questionnaire measures. Journal of Personality and Social Psychology, 72, 262-274.
    • (1997) Journal of Personality and Social Psychology , vol.72 , pp. 262-274
    • Wittenbrink, B.1    Judd, C.M.2    Park, B.3
  • 108
    • 1842810174 scopus 로고    scopus 로고
    • A multilevel analysis of effort, practice, and performance: Effects of ability, conscientiousness, and goal orientation
    • Yeo, G. B., & Neal, A. (2004). A multilevel analysis of effort, practice, and performance: Effects of ability, conscientiousness, and goal orientation. Journal of Applied Psychology, 89, 231-247.
    • (2004) Journal of Applied Psychology , vol.89 , pp. 231-247
    • Yeo, G.B.1    Neal, A.2
  • 109
    • 0035730871 scopus 로고    scopus 로고
    • Improving computer training effectiveness for decision technologies: Behavior modeling and retention enhancement
    • Yi, M. Y., & Davis, F. D. (2001). Improving computer training effectiveness for decision technologies: Behavior modeling and retention enhancement. Decision Sciences, 32, 521-545.
    • (2001) Decision Sciences , vol.32 , pp. 521-545
    • Yi, M.Y.1    Davis, F.D.2
  • 111
    • 1842554268 scopus 로고    scopus 로고
    • What are we measuring? An examination of the relationships between the big-five personality traits, goal orientation, and performance intentions
    • Zweig, D., & Webster, J. (2004a). What are we measuring? An examination of the relationships between the big-five personality traits, goal orientation, and performance intentions. Personality and Individual Differences, 36, 1693-1708.
    • (2004) Personality and Individual Differences , vol.36 , pp. 1693-1708
    • Zweig, D.1    Webster, J.2
  • 112
    • 3543015567 scopus 로고    scopus 로고
    • Validation of a multidimensional measure of goal orientation
    • Zweig, D., & Webster, J. (2004b). Validation of a multidimensional measure of goal orientation. Canadian Journal of Behavioral Science, 36, 232-243.
    • (2004) Canadian Journal of Behavioral Science , vol.36 , pp. 232-243
    • Zweig, D.1    Webster, J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.