A study of the effectiveness of training proactive thinking
A study of the effectiveness of training proactive thinking
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DOI：
10.1111/j.1559-1816.2002.tb01451.x
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发表时间：
2002-07-01
影响因子：
2.5
通讯作者：
Lewis, MA
中科院分区：
文献类型：
--
作者：
Kirby, EG;Kirby, SL;Lewis, MA
最近的研究一直表明，积极主动的思维对工作绩效有显著的积极影响，同时假设积极主动是一个相对稳定的性格特征（参见。阿什福德布莱克，1996年; Crant，1995年;莫里森，1993年;塞伯特，Crant，& Kraimer，1999年）。另一方面，本研究旨在确定是否可以通过培训增加参与者的积极性。本研究采用为期4个月的纵向前后测设计，旨在评估主动性思维与课堂表现之间的关系。在本研究中，177例受试者被分为2个治疗组。一组接受了积极思考技能的培训，而另一组则没有。研究结果证实，积极主动的思维确实对学生的表现有显着的影响，超过其他个性和表现变量。最重要的是，这项研究还表明，主动性并不稳定，但可以通过训练来提高。
Recent studies have consistently demonstrated the significant positive impact that proactive thinking has on job performance, while assuming proactivity to be a relatively stable, dispositional trait (cf. Ashford Black, 1996; Crant, 1995; Morrison, 1993; Seibert, Crant, & Kraimer, 1999). This study, on the other hand, seeks to determine if proactivity can be increased in participants through training. This study uses a 4-month long longitudinal pretest/posttest design to assess the relationship between proactive thinking and performance in the classroom. In the study, 177 subjects were split into 2 treatment groups. One group received training in proactive thinking skills, while the other did not. The results of the study confirm that proactive thinking does have a significant impact on student performance over and above other personality and performance variables. Most importantly, this study also demonstrates that proactivity is not stable over time, but can be increased through training.