Literaturnachweis - Detailanzeige
| Autor/in | Gegenfurtner, Andreas |
|---|---|
| Titel | Motivation and Transfer in Professional Training: A Meta-Analysis of the Moderating Effects of Knowledge Type, Instruction, and Assessment Conditions |
| Quelle | In: Educational Research Review, 6 (2011) 3, S.153-168 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1747-938X |
| DOI | 10.1016/j.edurev.2011.04.001 |
| Schlagwörter | Self Efficacy; Professional Training; Student Motivation; Learning Motivation; Meta Analysis; Transfer of Training; Mastery Learning; Correlation; Metacognition; Peer Evaluation; Evaluation Methods; Self Evaluation (Individuals) |
| Abstract | This meta-analysis (148 studies, k = 197, N = 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between -0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation. (Contains 5 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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