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Training effectiveness: The influence of personal achievement goals on post-training self-efficacy.

机译：培训效果：个人成就目标对培训后自我效能的影响。

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摘要

The purpose of the present study was to better understand how individual achievement goal orientations affect changes in post-training self-efficacy. Self-efficacy is positively related to the transfer of learning to the workplace and is therefore an indicator of training effectiveness. A Two-Group Pretest-Posttest Design Using an Untreated Control Group was used to study a sample of employees of homeless service organizations. Sixty one individuals were in the control group and one hundred and seventeen individuals attended a HUD-funded training in financial management and were in the treatment group. Three categories of individual goal orientation---mastery, performance-approach, and performance-avoid---served as independent variables, while changes in post-training self-efficacy served as the dependent variable. Covariates assessed included transfer system variables (the opportunity to use learning, motivation to transfer, and supervisory support) and demographic variables (age, years employed, organization type, job type, and education level).;The present study revealed that individual goal orientations were not significantly related and did not significantly predict any variation in changes in post-training self-efficacy. Only two covariates---group membership and pre-training self-efficacy---were significant and contributed to the prediction of change in post-training self-efficacy. The recommendations presented include: (1) postpone the decision to further research the interaction of goal orientations and structures within similar populations until future studies either support or refute the findings of the present study; (2) further research the impact of age and life experiences on goal orientations; (3) further research goal profiles using similar study samples to better establish the existence of such clusters and to investigate their relationship to post-training self-efficacy and other important training outcomes; and (4) assess pre-training self-efficacy prior to every HUD-funded training so training can better suit the needs of the expected trainees.
机译：本研究的目的是更好地了解个人成就目标定向如何影响训练后自我效能的变化。自我效能与学习向工作场所的转移成正相关，因此是培训有效性的指标。使用未经处理的对照组进行的两组前测-后测设计用于研究无家可归服务机构员工的样本。对照组中有61人，治疗组中有115人接受了HUD资助的财务管理培训。个体目标取向的三类-精通，绩效方法和避免绩效-用作自变量，而训练后自我效能的变化则作为因变量。评估的协变量包括转移系统变量（学习的机会，转移的动机和监督支持）和人口统计学变量（年龄，受雇年限，组织类型，工作类型和教育程度）。本研究表明，个人目标取向没有显着相关，也没有显着预测训练后自我效能的变化。只有两个协变量-组成员和训练前自我效能感-很重要，有助于预测训练后自我效能的变化。提出的建议包括：（1）推迟进一步研究类似人群中目标取向和结构相互作用的决定，直到未来的研究支持或驳斥本研究的结果； （2）进一步研究年龄和生活经历对目标取向的影响； （3）使用类似的研究样本进一步研究目标概况，以更好地确定此类聚类的存在，并调查它们与训练后自我效能和其他重要训练结果的关系； （4）在每次由HUD资助的培训之前，都要评估培训前的自我效能，这样培训才能更好地满足预期学员的需求。

著录项

  • 作者

    Freeman, Earl Wayne.;

  • 作者单位

    North Carolina State University.;

  • 授予单位 North Carolina State University.;
  • 学科 Education Adult and Continuing.;Political Science Public Administration.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 165 p.
  • 总页数 165
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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