Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability
This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (c...
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| Veröffentlicht in: | Journal of applied psychology 2008-03, Vol.93 (2), p.296-316 |
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| container_end_page | 316 |
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| container_title | Journal of applied psychology |
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| creator | Bell, Bradford S Kozlowski, Steve W. J |
| description | This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (
N
= 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed. |
| doi_str_mv | 10.1037/0021-9010.93.2.296 |
| format | Article |
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N
= 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed.</description><identifier>ISSN: 0021-9010</identifier><identifier>EISSN: 1939-1854</identifier><identifier>DOI: 10.1037/0021-9010.93.2.296</identifier><identifier>PMID: 18361633</identifier><identifier>CODEN: JAPGBP</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Active learning ; Adaptation, Psychological ; Adolescent ; Adult ; Affect ; Anxiety ; Applied psychology ; Biological and medical sciences ; Cognition ; Cognition & reasoning ; Cognitive abilities ; Cognitive ability ; Education ; Educational psychology ; Emotions ; Female ; Fundamental and applied biological sciences. Psychology ; Goal Orientation ; Human ; Humans ; Individual differences ; Learning ; Male ; Motivation ; Organizational learning ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychopedagogics. Didactics ; Self Efficacy ; Self-Regulation ; Selfregulation ; Simulation ; Social Control, Informal ; Studies ; Teaching ; Trainees ; Training ; Workers' adaptation</subject><ispartof>Journal of applied psychology, 2008-03, Vol.93 (2), p.296-316</ispartof><rights>2008 American Psychological Association</rights><rights>2008 INIST-CNRS</rights><rights>Copyright 2008 APA</rights><rights>Copyright American Psychological Association Mar 2008</rights><rights>2008, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a476t-4ddf2aac8835145d9b33bd4716395e50ca55b3f1c2dfb4fca8d43acb9cf597f3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30976,30977</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=20189527$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/18361633$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Bell, Bradford S</creatorcontrib><creatorcontrib>Kozlowski, Steve W. J</creatorcontrib><title>Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability</title><title>Journal of applied psychology</title><addtitle>J Appl Psychol</addtitle><description>This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (
N
= 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed.</description><subject>Active learning</subject><subject>Adaptation, Psychological</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Affect</subject><subject>Anxiety</subject><subject>Applied psychology</subject><subject>Biological and medical sciences</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Cognitive abilities</subject><subject>Cognitive ability</subject><subject>Education</subject><subject>Educational psychology</subject><subject>Emotions</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goal Orientation</subject><subject>Human</subject><subject>Humans</subject><subject>Individual differences</subject><subject>Learning</subject><subject>Male</subject><subject>Motivation</subject><subject>Organizational learning</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychopedagogics. Didactics</subject><subject>Self Efficacy</subject><subject>Self-Regulation</subject><subject>Selfregulation</subject><subject>Simulation</subject><subject>Social Control, Informal</subject><subject>Studies</subject><subject>Teaching</subject><subject>Trainees</subject><subject>Training</subject><subject>Workers' adaptation</subject><issn>0021-9010</issn><issn>1939-1854</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqF0c9LwzAUB_AgiptTvHsQEfXWmeQlbXIcw18w8LJ7eE0T6ejammzC_ns7Vjbw4E4h8Hnfl_Al5IbRMaOQPVPKWaJpd9Uw5mOu0xMyZBp0wpQUp2S4BwNyEeOCUiZA03MyYApSlgIMyfXErsofdzdzGOqy_rokZx6r6K76c0Tmry_z6Xsy-3z7mE5mCYosXSWiKDxHtEqBZEIWOgfIC5F1oVo6SS1KmYNnlhc-F96iKgSgzbX1UmceRuRpF9uG5nvt4sosy2hdVWHtmnU0GRXAKM2OQpkBZZLroxBSlUoloYP3f-CiWYe6-6xJmRAq5Rn9D3EGGtTubXyHbGhiDM6bNpRLDBvDqNk2ZLYFmG0BRoPhpmuoG7rtk9f50hWHkb6SDjz2AKPFygesbRn3jlOmtOTb7Q87hy2aNm4shlVpKxcNttVh3y9-PaDa</recordid><startdate>20080301</startdate><enddate>20080301</enddate><creator>Bell, Bradford S</creator><creator>Kozlowski, Steve W. 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Psychology</topic><topic>Goal Orientation</topic><topic>Human</topic><topic>Humans</topic><topic>Individual differences</topic><topic>Learning</topic><topic>Male</topic><topic>Motivation</topic><topic>Organizational learning</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychopedagogics. Didactics</topic><topic>Self Efficacy</topic><topic>Self-Regulation</topic><topic>Selfregulation</topic><topic>Simulation</topic><topic>Social Control, Informal</topic><topic>Studies</topic><topic>Teaching</topic><topic>Trainees</topic><topic>Training</topic><topic>Workers' adaptation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bell, Bradford S</creatorcontrib><creatorcontrib>Kozlowski, Steve W. 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N
= 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>18361633</pmid><doi>10.1037/0021-9010.93.2.296</doi><tpages>21</tpages></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; EBSCOhost APA PsycARTICLES |
| subjects | Active learning Adaptation, Psychological Adolescent Adult Affect Anxiety Applied psychology Biological and medical sciences Cognition Cognition & reasoning Cognitive abilities Cognitive ability Education Educational psychology Emotions Female Fundamental and applied biological sciences. Psychology Goal Orientation Human Humans Individual differences Learning Male Motivation Organizational learning Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Self Efficacy Self-Regulation Selfregulation Simulation Social Control, Informal Studies Teaching Trainees Training Workers' adaptation |
| title | Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability |
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