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- Title
- Adapting for success : the moderating effect of goal orientations on within-person efficacy
- Creator
- Olenick, Jeffrey David
- Date
- 2017
- Collection
- Electronic Theses & Dissertations
- Description
-
Social Cognitive Theory holds that the effects of self-efficacy have nearly uniformly positive relationships with important outcomes, such as performance. However, Control Theorists have recently challenged this notion, arguing that the relationship between self-efficacy and performance may be negative under some circumstances. Vancouver and colleagues (Vancouver, Moore, & Yoder, 2008) developed a Discontinuous Model of self-efficacy, where, within-individuals, people generally do not engage...
Show moreSocial Cognitive Theory holds that the effects of self-efficacy have nearly uniformly positive relationships with important outcomes, such as performance. However, Control Theorists have recently challenged this notion, arguing that the relationship between self-efficacy and performance may be negative under some circumstances. Vancouver and colleagues (Vancouver, Moore, & Yoder, 2008) developed a Discontinuous Model of self-efficacy, where, within-individuals, people generally do not engage in tasks at low levels of efficacy, begin to engage and put forth maximal effort at moderate levels, and continue to engage but decrease effort at high levels of efficacy. This is an adaptive behavioral pattern. Building on that model, the present study examines the potential moderating effect of Goal Orientations on how individuals choose to engage in tasks across levels of efficacy by experimentally manipulating goal orientation in 312 university students. It was found that no difference between the orientations existed on what level of efficacy they would begin to engage in the task, but that differences do exist for how they allocate their resources once engaged. Specifically, learning oriented individuals conserve the greatest amount of resources as efficacy increases, and performance avoid the fewest. This helps show a further mechanism by which learning orientation leads to more adaptive behavioral patterns. However, it was also found that avoid individuals adopted a theoretically less adaptive behavioral when they were meeting their goals as opposed to failing them. This suggests avoid individuals may be better labelled as differentially adaptive instead of maladaptive. However, more research is needed to confirm these findings.
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- Title
- Still learning : introducing the learning transfer model, a formal model of transfer
- Creator
- Olenick, Jeffrey David
- Date
- 2020
- Collection
- Electronic Theses & Dissertations
- Description
-
Although training has been a key topic of study in organizational psychology for over a century, a century which has seen great progress in our understanding of what a quality training program entails, a substantial gap persists between what is trained and what is transferred to the job. Reduction of the training-transfer gap has driven research on transfer-focused interventions which have proven effective. However, although we know a lot regarding how individuals learn new material, and...
Show moreAlthough training has been a key topic of study in organizational psychology for over a century, a century which has seen great progress in our understanding of what a quality training program entails, a substantial gap persists between what is trained and what is transferred to the job. Reduction of the training-transfer gap has driven research on transfer-focused interventions which have proven effective. However, although we know a lot regarding how individuals learn new material, and correlates of whether they transfer that material back to their work environment, we know very little about how individuals go about choosing whether to apply their new knowledge to, typically, previously-encountered situations in their work environment and how those decisions unfold over time. Improving our knowledge regarding how individuals transfer learned material will lead to new insights on how to support the transfer of organizationally directed training, or any learning event, back to the work environment. Thus, the present paper introduces a formal model of the transfer process, the Learning Transfer Model (LTM), which proposes a process for how transfer unfolds over time and gives rise to many of the findings we have accumulated in the transfer literature. This is accomplished by reconceptualizing transfer as its own learning process which is affected by the dual nature of human cognitive systems, the learner's social group, and their self-regulatory processes. The LTM was then instantiated in a series of computational models for virtual experimentation. Findings and implications for research and practice are discussed throughout.
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