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首页> 外文期刊>Journal of applied social psychology >Mastery goal orientation and cognitive ability effects on performance in learner-guided training
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Mastery goal orientation and cognitive ability effects on performance in learner-guided training

机译：掌握目标方向与认知能力对学习者引导培训表现的影响

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摘要

To conserve resources, organizations are increasingly turning to learner-guided training methods in which workers are given control over when, how, and what they cover in the learning process. However, the impact of individual differences such as goal orientation and cognitive ability has not been adequately addressed in learner-guided training. This study seeks to advance our knowledge of how these differences affect performance through previously unexplored pathways. Specifically, we examined the indirect effects of mastery goal orientation and cognitive ability on post-training performance in a learner-directed training context. Findings indicate that off-task thoughts mediate the positive effect of mastery goal orientation on post-training performance, while declarative knowledge mediates the positive effect of cognitive ability on post-training performance.
机译：为了节省资源，组织越来越多地转向学习者引导的培训方法，其中工人被控制在学习过程中的何时，如何以及它们所涵盖的时间。 然而，在学习者引导训练中没有充分解决各个差异如目标方向和认知能力的影响。 本研究旨在推进我们通过以前未开发的途径影响这些差异如何影响性能的知识。 具体而言，我们检查了掌握目标方向和认知能力对学习者定向培训背景下的培训后性能的间接影响。 调查结果表明，非任务思想介绍了掌握目标方向对培训后绩效的积极影响，而宣言知识介导认知能力对培训后绩效的积极影响。

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