Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer
Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer
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DOI：
10.1037/0021-9010.83.2.218
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发表时间：
1998-04-01
影响因子：
9.9
通讯作者：
Salas, E
中科院分区：
文献类型：
--
作者：
Ford, JK;Smith, EM;Salas, E
一个关注学习者主动作用的学习迁移模型被开发出来，并在一个复杂的决策任务中进行了测试。这项研究考察了个体差异、学习策略和培训结果如何影响学习迁移到更复杂的任务。93名本科生参加了为期两天的雷达作战学习。层次回归分析结果表明，掌握定向与学习者的元认知活动呈正相关。元认知活动与知识获取、训练结束时的技能表现和自我效能感显著相关。所有这三种培训结果都与转移任务的表现有关。讨论了这些发现对研究和实践的影响。
A model of learning transfer that focused on the active role of the learner was developed and tested within a complex decision-making task. The study examined how individual differences, learning strategies, and training outcomes influenced transfer of learning to a more complex task. A sample of 93 undergraduate students participated in 2-day radar operations study. Hierarchical regression analysis results indicated that mastery orientation was positively related to metacognitive activity of the learner. Metacognitive activity was significantly related to knowledge acquisition, skilled performance at the end of training, and self-efficacy. All 3 of these training outcomes wore related to performance on the transfer task. Implications of these findings for research and practice are discussed.