心理学
培训(气象学)
背景(考古学)
社会心理学
应用心理学
认知心理学
物理
气象学
古生物学
生物
标识
DOI:10.1037/0021-9010.80.2.226
摘要
This study examined the effects of framing training program assignments on training outcomes. A model was developed that suggests that the framing of training assignments can provide feedback regarding past performance and result in different attitudinal and motivational levels going into training. Participants were randomly assigned to 2 differently framed training programs (remedial vs. advanced). Attributions regarding past performance were found to interact with training assignments to affect pretraining selfefficacy. Both perceptions of past performance and expected assignment were found to moderate the relationship between training assignment and fairness perceptions. Also, motivation to learn was a key variable linking pretraining characteristics and training outcomes. Implications for training effectiveness research and practice are discussed
科研通智能强力驱动
Strongly Powered by AbleSci AI