A Class Practice Study of Intervention Effect of Interactive Assessment on Learning Goal Orientation

Yokoyama, Mai; Miwa, Koichi

doi:10.3389/fpsyg.2021.599480

Cited by 4 publications

(4 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, providing a prompt for employees to set a specific and challenging mastery goal that matches one’s competency level could be a practical future direction while promoting employees’ desirable outcomes workplace learning. In addition, the results of a recent experimental investigation on assessment interventions with undergraduates indicated that prior goal orientations may influence the effects of interventions on shifting orientations (Yokoyama and Miwa, 2021). The effects of self- and peer-assessments, as well as the influence of prior-goal orientation on orientation change, could be investigated further with our adult learners in the workplace.…”

Section: Discussionmentioning

confidence: 99%

How to prompt training effectiveness? An investigation on achievement goal setting intervention in workplace learning

Jiang

Lin²,

Huang³

et al. 2022

JWL

View full text Add to dashboard Cite

Purpose The purpose of this study is to propose and examine an integrated learning model for improving training effectiveness in workplace learning. Specifically, this study investigated the effect of achievement goal-setting intervention across three groups of new employees from a multinational medical company. During a three-day remote training program, the role of each achievement goal orientation (AGO) in goal setting intervention and their relations with trainees’ applied learning strategies were examined. This study proposed and validated an integrated training model for improving remote workplace learning effectiveness. Design/methodology/approach This study was based on two data sources, the pre- and posttests scores; time on task (deep learning: completing reflective practice) and time on content learning (surface learning: watching tutorials) retrieved from an adaptive learning platform. A total number of 133 participants were recruited in this study, and they were randomly assigned to three interventional groups. The intervention was grounded from the AGO theory and goal setting theory. A series of statistical analysis were conducted to examine the effect of each type of achievement goal setting as a prompt for new employees’ learning behavior and performance. Findings Results indicated that setting mastery goal at the beginning of the training program leads to productive learning outcomes. Compared with the groups being required to set performance goal (final rank) or not to set any goal for the training purpose, trainees’ who were assigned to set a mastery goal (final performance score) performed statistically significantly higher than the other groups. Additionally, learners who set mastery goal spent higher proportion of time on deep learning than learners from the other groups. The results proved mastery goal setting as an effective prompt for boosting workplace learning effectiveness. Practical implications Organizations and institutions can take setting mastery approach goals as a prompt at the beginning of the training to increase learning effectiveness. In this way, trainees are promoted to apply more deep learning strategies and achieve better learning outcomes while setting mastery goal for their training purpose. Originality/value To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting theory and AGO theory for the practical application and proposes an effective model for learners’ adaptive remote learning. Findings of this study can be used to provide educational psychological insights for training and learning in both industrial and academic settings.

show abstract

Section: Discussionmentioning

confidence: 99%

How to prompt training effectiveness? An investigation on achievement goal setting intervention in workplace learning

Jiang

Lin²,

Huang³

et al. 2022

JWL

View full text Add to dashboard Cite

show abstract

“…On the question of assessment applied to collaborative learning, most studies have focused on assessing the influence of psychological factors on the development of collaborative learning using subjective measurement techniques (Abuhasna et al, 2020), peer evaluations (Yokoyama & Miwa, 2021), rating grids (Swan et al, 2008), checklists of complex task indicators (Lee & Osman, 2021), multiple choice questions (Bermert et al, 2020), semi-directed interviews (Cheng, 2021), and questionnaires (Ghaviferk, 2020).…”

Section: Research Contextmentioning

confidence: 99%

An Innovative Collaborative Approach to University Training for Learner-Teachers

Barhone,

Erradi,

Khaldi

2024

International Journal of Adult Education and Technology

View full text Add to dashboard Cite

This paper reports on the experimentation of a collaborative learning approach in university training for a Master's degree in “Pedagogical and Multimedia Engineering”. It is carried out with learner-teachers training in Instructional Design. The approach adopted focuses on the complexity of the collaborative situation, and is based on three andragogical models: shared cognition, self-directed learning and transformative learning. The aim of this study is twofold. On the one hand, to assess the relevance of a totally collaborative approach that fully integrates students into their learning. On the other hand, to design a collaborative model in the form of a grid that can be used to assess the collaborative potential of a learning situation. The indicators evoked by the collaborative groups in relation to each component of the model they developed reflect their level of appropriation of the model, and the impact of the approach on the development of skills for analyzing and designing learning situations.

show abstract

“…LGO refers to the desire to improve one's competence in tasks (Annosi et al, 2020;Farr et al, 1993;Yokoyama and Miwa, 2021). High LGO motivates individuals to expend effort beyond current tasks and knowledge and also focus on learning and knowledge acquisition to gain the ability to execute tasks in the future (Button et al, 1996;Heyman and Dweck, 1992).…”

Section: Role Of Managers' Paradoxical Mindset 3209mentioning

confidence: 99%

Ambidexterity and absorptive capacity in boundary-spanning managers: role of paradox mindset and learning goal orientation

Snehvrat

Chaudhary²,

Majhi³

2022

View full text Add to dashboard Cite

PurposeBoundary-spanning managers need to recognize, learn and implement external knowledge while balancing the conflicts emerging from new and existing knowledge. The authors' study explores how a paradox mindset (PM) and a learning focus [learning goal orientation (LGO)] promote two managerial capabilities: absorptive capacity (ACAP) and ambidexterity. The authors' study explores the inter-relationship between the mindsets and the capabilities required for innovative work behavior.Design/methodology/approachThe authors use survey data from 113 technology/product managers employed in boundary-spanning roles in a large Indian automotive equipment manufacturing firm. Partial least squares structural equation modeling (PLS-SEM) analysis and bootstrapping (using PROCESS MACRO) are used to test for direct and mediation effects respectively.FindingsBoth PM and LGO are found to affect individual ambidexterity (IA) via the mediation of individual absorptive capacity (IACAP). While IACAP partially mediates the relationship between PM and IA, there is full mediation in the case of LGO.Research limitations/implicationsThe authors focus on a sample of managers from a single, large Indian automotive firm. Although single case studies can help provide novel conceptual insights and to test theoretical relationships, future research needs to confirm the authors' findings in different types of firms.Practical implicationsThis study shows how a learning orientation and the ability to be energized from conflicts help boundary-spanning managers produce innovative outcomes.Originality/valueThe authors reveal fresh insights on how both ACAP and ambidexterity share the focus on learning and paradox management. The authors explicate how LGO and PM uniquely impact the critical capabilities of IACAP and IA for boundary-spanning managers.

show abstract

A Class Practice Study of Intervention Effect of Interactive Assessment on Learning Goal Orientation

Cited by 4 publications

References 37 publications

How to prompt training effectiveness? An investigation on achievement goal setting intervention in workplace learning

How to prompt training effectiveness? An investigation on achievement goal setting intervention in workplace learning

An Innovative Collaborative Approach to University Training for Learner-Teachers

Ambidexterity and absorptive capacity in boundary-spanning managers: role of paradox mindset and learning goal orientation

Contact Info

Product

Resources

About