2026-09-20T02:59:07Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/87493 2023-07-11 col_2142_5131 col_2142_17394 com_2142_5130 com_2142_236

Martocchio, Joseph J. Hertenstein, Edward J. 2015-09-28T16:04:04Z 2015-09-28T16:04:04Z 10000-01-01 2000 2000 This study examined the effects of the interaction between learning goal orientation and practice conditions on various training outcomes in labor education. Participants were students in six different labor education courses, three in the massed practice condition, and three in the distributed practice condition. Participants first completed pre-training assessments of cognitive ability, learning and performance goal orientation, and task-specific self-efficacy. After the training, stretching either four days for the massed practice condition courses or six weeks for the spaced practice condition courses, students completed post-training assessments. These assessments included measures of task-specific self-efficacy and declarative knowledge. Eight weeks after the completion of formal instruction, the participants were mailed a transfer of training assessment. This instrument included measures of task-specific self-efficacy and transfer of training, both generalization and maintenance. The model tested was based on the social cognitive theory of learning. The model included individual difference variables, situational training inputs, motivational process variables, and affective, cognitive, and behavioral training outputs. The process of social cognitive learning was upheld, although not all of the interaction variables were significant. Made available in DSpace on 2015-09-28T16:04:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9955623.pdf: 10440472 bytes, checksum: 6bd4626afe4e84d733e78bd17fef1e1e (MD5) Previous issue date: 2000 Embargo set by: Seth Robbins for item 88774 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 254 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000. http://hdl.handle.net/2142/87493 (MiAaPQ)AAI9955623 eng Education, Industrial The Interaction Between Learning Goal Orientation and Differentially Distributed -Practice Training Designs in Labor Education text Labor and Industrial Relations Labor and Industrial Relations University of Illinois at Urbana-Champaign Dissertation Ph.D.