Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer

J. Kevin Ford, Daniel A. Weissbein, Eleanor M. Smith, Stanley M. Gully, Eduardo Salas

Research output: Contribution to journalArticlepeer-review

412 Scopus citations

Abstract

A model of learning transfer that focused on the active role of the learner was developed and tested within a complex decision-making task. The study examined how individual differences, learning strategies, and training outcomes influenced transfer of learning to a more complex task. A sample of 93 undergraduate students participated in a 2-day radar operations study. Hierarchical regression analysis results indicated that mastery orientation was positively related to metacognitive activity of the learner. Metacognitive activity was significantly related to knowledge acquisition, skilled performance at the end of training, and self-efficacy. All 3 of these training outcomes were related to performance on the transfer task. Implications of these findings for research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)218-233
Number of pages16
JournalJournal of Applied Psychology
Volume83
Issue number2
DOIs
StatePublished - Apr 1998

All Science Journal Classification (ASJC) codes

  • Applied Psychology

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