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THE INFLUENCE OF GOAL ORIENTATION ON TRAINEE LEARING STRATEGIES AND OUTCOMES OF A WORK READINESS PROGRAM
Title
THE INFLUENCE OF GOAL ORIENTATION ON TRAINEE LEARING STRATEGIES AND OUTCOMES OF A WORK READINESS PROGRAM.
Creator
Singleton, Charyl, Jentsch, Kimberly, University of Central Florida
Abstract / Description
Goal orientation is a construct that has been used to explain individuals' focus in achievement situations. Three subcomponents of this construct have been linked to a number of training-related processes and outcomes. Those higher on avoid performance goal orientation withdraw from situations in which they may appear incompetent to others. Those higher on prove performance goal orientation approach situations in which they can demonstrate their competence to others. Finally, those high...
Show moreGoal orientation is a construct that has been used to explain individuals' focus in achievement situations. Three subcomponents of this construct have been linked to a number of training-related processes and outcomes. Those higher on avoid performance goal orientation withdraw from situations in which they may appear incompetent to others. Those higher on prove performance goal orientation approach situations in which they can demonstrate their competence to others. Finally, those high on learning goal orientation approach situations in which they can continually grow and master new skills. Prior research has consistently found that effective learning strategies and outcomes are positively associated with learning goal orientation and negatively associated with avoid goal orientation. However, the findings with respect to prove goal orientation have been mixed. One possible reason for this is that the effect of prove goal orientation may be dependent on one's concurrent level of learning goal orientation. The present study investigated this notion using participants from an understudied population: unemployed adults. Specifically, data were collected from 188 unemployed females who participated in a training program designed to enhance basic work competencies necessary for most entry-level jobs. Results indicated that those higher on avoid performance goal orientation put forth less effort in voluntary practice activities took longer to complete the training program and learned less than those lower on avoid performance goal orientation. Additionally, prove performance goal orientation interacted with learning goal orientation to predict the amount of time spent practicing and learning. Theoretical and practical implications for training needs analysis, development, and assessment will be discussed.
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Date Issued
2007
Identifier
CFE0001951, ucf:47460
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001951
EXAMINING THE RELATIONSHIP BETWEEN TRAIT GOAL ORIENTATION AND BEHAVIOR IN TEAM DEBRIEFING SESSIONS
Title
EXAMINING THE RELATIONSHIP BETWEEN TRAIT GOAL ORIENTATION AND BEHAVIOR IN TEAM DEBRIEFING SESSIONS.
Creator
Woods, Amanda, Salas, Eduardo, University of Central Florida
Abstract / Description
The present study explored the impact of the individual difference, goal orientation, on the team intervention, debriefing, thus contributing insight into a previously unexplored component behind debriefing effectiveness. Three sub-dimensions of goal orientation were examined in terms of their influence on debriefing: learning goal orientation, performance-prove goal orientation and performance-avoid goal orientation. The outcomes investigated included elements of a successful debrief: self...
Show moreThe present study explored the impact of the individual difference, goal orientation, on the team intervention, debriefing, thus contributing insight into a previously unexplored component behind debriefing effectiveness. Three sub-dimensions of goal orientation were examined in terms of their influence on debriefing: learning goal orientation, performance-prove goal orientation and performance-avoid goal orientation. The outcomes investigated included elements of a successful debrief: self-correction, self-promotion and speaking up behavior. A sample (N=69) of undergraduate students at the University of Central Florida individually completed a goal orientation self-report measure and participated in a team debriefing session within their three-person teams. The audio-recorded debriefing videos were transcribed and coded line-by-line to indicate the presence of the outcome variables. Hierarchical multiple regressions were utilized to analyze the direct relationships between the specific goal orientation sub-dimensions and hypothesized outcomes. Theoretical and practical implications are discussed.
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Date Issued
2015
Identifier
CFH0004740, ucf:45361
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004740
THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES
Title
THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES.
Creator
Scielzo, Shannon, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be...
Show moreThe purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).
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Date Issued
2008
Identifier
CFE0002203, ucf:47918
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002203
LEARNING FOR THE NEXT GENERATION: PREDICTING THE USAGE OF SYNTHETIC LEARNING ENVIRONMENTS
Title
LEARNING FOR THE NEXT GENERATION: PREDICTING THE USAGE OF SYNTHETIC LEARNING ENVIRONMENTS.
Creator
Evans, Arthur, Jentsch, Florian, University of Central Florida
Abstract / Description
The push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning...
Show moreThe push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning environments (SLEs). SLEs are instructional systems embedded within virtual worlds. These worlds can be simulations of some task, for instance a simulation that may be completed as part of a military training to mimic specific situations, or they could be in the form of a video game, for example, a game designed to maintain the attention of school children while teaching mathematics. The important components to SLEs are a connection to the underlying task being trained and a set of goals for which to strive toward. SLEs have many unique characteristics which separate them from other forms of education. Two of the most salient characteristics are the instructorless nature of SLEs (most of the learning from SLEs happens without instructor interaction) and the fact that in many cases SLEs are actually fun and engaging, thus motivating the learner to participate more and allowing them to experience a more immersive interaction. Incorporating the latter of these characteristics into a model originally introduced by Davis (1989) and adapted by Yi and Hwang (2003) for use with web applications, an expanded model to predict the effects of enjoyment, goal orientation, ease of use, and several other factors on the overall use of SLEs has been created. Adapting the Davis and Yi and Hwang models for the specific use of SLEs provides a basis understanding how each of the critical input variables effect the use and thus effectiveness of learning tools based on SLEs. In particular, performance goal orientation has been added to the existing models to more accurately reflect the performance characteristics present in games. Results of this study have shown that, in fact, performance goal orientation is a significant factor in the SLE Use and Learning model. However, within the model it is important to distinguish that the two varieties of performance goal orientation (prove and avoid) play different roles. Prove performance goal orientation has been shown to have significant relationships with several other critical factors while avoid performance goal orientation is only accounted for in its significant correlation with prove performance goal orientation. With this understanding, training developers can now have a better understanding of where their resources should be spent to promote more efficient and effective learning. The results of this study allow developers to move forward with confidence in the fact that their new learning environments will be effective in a number of realms, not only limited to classroom, business, or military training.
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Date Issued
2010
Identifier
CFE0003060, ucf:48298
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003060
Classroom Error Climate: Teacher Professional Development to Improve Student Motivation
Title
Classroom Error Climate: Teacher Professional Development to Improve Student Motivation.
Creator
O'Dell, Sean, Gill, Michele, Cox, Dr. Thomas, Hoffman, Bobby, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description
Student motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and...
Show moreStudent motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and students react to and use errors in the classroom. A positive error orientation, one that views errors as opportunities to learn rather than punishments, may help improve students' emotions, self-efficacy, and future goal orientations, while aligning their beliefs in a more adaptive direction, thus reducing maladaptive academic motivation. A professional development design is proposed here to train teachers in using errors to the advantage of the learner by creating a positive error climate in their classrooms.
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Date Issued
2015
Identifier
CFE0005856, ucf:50917
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005856
EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT
Title
EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT.
Creator
Astwood, Randolph, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
Scenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the...
Show moreScenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the effects of immediate versus delayed feedback given to teams. Prior research on training individuals suggests that immediate feedback improves performance as assessed immediately after training (acquisition performance), however delayed feedback improves performance after time has passed (retention performance). Moreover, several individual training studies have found that trainee goal orientation moderates the influence of instructional features such as goal difficulty and content organization. I hypothesized that team member goal orientation would also moderate the influence of feedback timing on team performance. Three facets of goal orientation were assessed. Learning goal orientation refers to the extent to which individuals strive towards the mastery of skills for the sake of continuous improvement. Prove goal orientation refers to the extent to which individuals strive to demonstrate their own competence to others. Finally, avoid goal orientation refers to the extent to which individuals seek to avoid demonstrating their incompetence to others. Participants were 160 undergraduate psychology students assigned to 80 two-person teams. These teams were trained and tested using a simulated military task called the Forward Observer Personal Computer-based Simulator. Teams received 36 minutes of training prior to performing a skill acquisition test on day one of the experiment. One week later teams returned to perform a skill retention test. Teams were randomly assigned to receive immediate feedback during their team training scenarios or delayed feedback following each training scenario. Results indicated that the timing of feedback had no impact on acquisition performance. As predicted, however, teams that had received delayed feedback outperformed those that had received immediate feedback on the retention test. Moreover, the positive impact of delayed feedback on retention performance was greatest for teams that scored higher on a measure of state learning goal orientation on the day of their training. This interaction was mediated by the team's perception of the instrumentality of the feedback provided to them. Theoretical and practical implications, as well as, limitations and directions for future research are discussed.
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Date Issued
2009
Identifier
CFE0002672, ucf:48244
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002672
Does Constructive Criticism Boost Creativity? Examining the Moderating Role of Leader-Member Exchange, Learning Goal Orientation, and Feedback Seeking Behavior
Title
Does Constructive Criticism Boost Creativity? Examining the Moderating Role of Leader-Member Exchange, Learning Goal Orientation, and Feedback Seeking Behavior.
Creator
Burnell, Devin, Modianos, Doan, Ford, Cameron, Ehrhart, Mark, University of Central Florida
Abstract / Description
This research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the...
Show moreThis research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the best solution. Previous research informs that three psychological mechanisms are responsible for creative actions: (1) sense-making, (2) motivation, and (3) knowledge processes. Constructive criticism is posited to act simultaneously on each of these processes to encourage creative performance across the creativity process. This relationship is hypothesized to be moderated by leader-member exchange. Furthermore, follower feedback-seeking behavior and learning goal orientation are also hypothesized to moderate the constructive criticism and creativity relationship. A series of moderated multiple regression analyses were conducted on survey data from 201 employees and 83 leader-follower dyads. Results indicate that constructive criticism has a null relationship with creativity, and may be detrimental to the in-role performance of followers. However, more nuanced analyses show that these relationships are to some degree moderated by leader-member exchange, the follower's learning goal orientation, and the follower's frequency of feedback seeking behavior.
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Date Issued
2018
Identifier
CFE0006982, ucf:51681
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006982
YOU SCRATCH MY BACK AND I'LL SCRATCH YOURS: MENTOR-PERCEIVED COSTS AND BENEFITS AND THE FUNCTIONS THEY PROVIDE THEIR PROTéGéS
Title
YOU SCRATCH MY BACK AND I'LL SCRATCH YOURS: MENTOR-PERCEIVED COSTS AND BENEFITS AND THE FUNCTIONS THEY PROVIDE THEIR PROTéGéS.
Creator
Fullick, Julia, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
Mentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were...
Show moreMentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were collected from 86 protégés and their current supervisory mentors. Consistent with expectations, when mentors reported greater costs of embarrassment associated with their relationship, the protégé reported receiving greater dysfunctional mentoring. Protégés who reported receiving greater functional mentoring tended to have mentors who perceived greater benefits of mentoring them. Both protégé and mentor goal orientations demonstrated significant correlations with mentor-perceived costs and benefits of their relationships. Implications for training and reinforcing functional mentoring will be discussed.
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Date Issued
2008
Identifier
CFE0002404, ucf:47766
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002404