Predicting Performance Ratings Using Motivational Antecedents

Zazania, Michelle M.; Lappin, Martha S.

doi:10.21236/ada341774

Cited by 2 publications

(2 citation statements)

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“…Its effectiveness has been shown to decrease in an inverse exponential manner, i.e., effectiveness drops sharply at first, then levels off (Klein, 1991, p. 137;Wolfle, 1951). "Theory" also recognizes that trainees have valid and valuable insights into training progress and effectiveness (Dominick, Reilly, & McGourty, 1997;Keesling, Ford, & Harrison, 1994;Mirabella, Sticha, & Morrison, 1997;Zazanis & Lappin, 1998). For example, evidence from National Training Center (NTC) exercises supports the validity of self-assessment for battalion task force training.…”

Section: Forewordmentioning

confidence: 99%

“…In these exercises effectiveness ratings by battalion staff personnel agreed with ratings by O/Cs (Keesling, Ford, & Harrison, 1994, p. 145). Zazanis and Lappin (1998) studied the use of trainees as sources of evaluation data for special forces training. Their research suggested that such data "... may provide the most critical and irreplaceable information in situations that have a high requirement for interpersonal skills, or that have difficult or ambiguous tasks requiring high levels of effort or persistence."…”

Section: Forewordmentioning

confidence: 99%

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Self-Assessment Based Mini-After Action Review (SAMAAR) Methodology: Developmental Application to Division Artillery Staff Training

Mirabella¹,

Love²

1998

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Section: Forewordmentioning

confidence: 99%

Section: Forewordmentioning

confidence: 99%

Self-Assessment Based Mini-After Action Review (SAMAAR) Methodology: Developmental Application to Division Artillery Staff Training

Mirabella¹,

Love²

1998

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A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go.

Sitzmann¹,

Ely²

2011

Psychological Bulletin

655

515

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Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k=430, N=90,380) support theoretical propositions that self-regulation constructs are interrelated-30% of the corrected correlations among constructs were .50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes-planning, monitoring, help seeking, and emotion control-did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training.

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Predicting Performance Ratings Using Motivational Antecedents

Cited by 2 publications

References 24 publications

Self-Assessment Based Mini-After Action Review (SAMAAR) Methodology: Developmental Application to Division Artillery Staff Training

Self-Assessment Based Mini-After Action Review (SAMAAR) Methodology: Developmental Application to Division Artillery Staff Training

A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go.

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