Integrating errors into the training process: the function of error management instructions and the role of goal orientation
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Personnel Psychology, Jahrgang 56, Nr. 2, 01.2003, S. 333-361.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Integrating errors into the training process
T2 - the function of error management instructions and the role of goal orientation
AU - Heimbeck, Doerte
AU - Frese, Michael
AU - Sonnentag, Sabine
AU - Keith, Nina
PY - 2003/1
Y1 - 2003/1
N2 - Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute × treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions.
AB - Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute × treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions.
KW - Business psychology
UR - http://www.scopus.com/inward/record.url?scp=0038498075&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/b7cba919-c62d-39cc-ae20-9d93dc0542ed/
U2 - 10.1111/j.1744-6570.2003.tb00153.x
DO - 10.1111/j.1744-6570.2003.tb00153.x
M3 - Journal articles
VL - 56
SP - 333
EP - 361
JO - Personnel Psychology
JF - Personnel Psychology
SN - 0031-5826
IS - 2
ER -