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首页> 外文期刊>Journal of Applied Psychology >Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms
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Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms

机译：核心自我评估和培训效果：通过动机干预机制进行预测

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摘要

Understanding the processes through which trainee characteristics influence learning is important for identifying mechanisms that drive training effectiveness. We examine the direct and indirect paths through which core self-evaluations (CSE) impact learning. We also include general cognitive ability (GCA) to explore whether CSE's paths to effectiveness differ from those of a welldocumented predictor of learning. We proposed a model in which CSE contributes to training effectiveness through its influence on motivational intervening mechanisms, and we tested this model empirically with military personnel (N = 638) who participated in job-required training. The data supported a partially mediated model. Irrespective of inclusion of GCA as a control variable, motivation and effort allocation (MEA) process variables (i.e., training motivation, midtraining self-efficacy, and midtraining goal setting) mediated (or partially mediated) the relationship between CSE and training outcomes that included affective (e.g., intentions to transfer), cognitive (e.g., declarative knowledge), and skill-based (e.g., proficiency) learning. Conversely, GCA had neither direct nor indirect effects on affective learning but did demonstrate direct effects on cognitive and skill-based learning. Results support the utility of including CSE in training research and practice, suggest that MEA serves as an explanatory mechanism for CSE's relation to learning outcomes, and demonstrate that CSE and GCA differentially influence training effectiveness and do so through different explanatory mechanisms.
机译：了解受训者特征对学习的影响过程对于确定驱动培训有效性的机制非常重要。我们研究了核心自我评估（CSE）影响学习的直接和间接路径。我们还包括一般认知能力（GCA），以探讨CSE的有效性途径是否与有据可查的学习预测因子不同。我们提出了一个模型，其中CSE通过其对动机干预机制的影响来促进培训效果，并且我们对参加工作岗位培训的军事人员（N = 638）进行了经验验证。数据支持部分介导的模型。不管是否将GCA作为控制变量，动机和努力分配（MEA）过程变量（即培训动机，中级培训自我效能和中级培训目标设定）都可以（或部分地）介导CSE与培训成果之间的关系，包括情感（例如，迁移意图），认知（例如，陈述性知识）和基于技能的（例如，熟练程度）学习。相反，GCA对情感学习既没有直接影响也没有间接影响，但确实显示了对认知和基于技能的学习的直接影响。结果支持将CSE纳入培训研究和实践的效用，表明MEA可作为CSE与学习成果之间关系的解释机制，并表明CSE和GCA通过不同的解释机制不同地影响培训效果。

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