Self-regulation in error management training: emotion control and metacognition as mediators of performance effects

Nina Keith; Michael Frese

doi:10.1037/0021-9010.90.4.677

Self-regulation in error management training: emotion control and metacognition as mediators of performance effects

Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung

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Self-regulation in error management training: emotion control and metacognition as mediators of performance effects. / Keith, Nina; Frese, Michael.

in: The Journal of applied psychology, Jahrgang 90, Nr. 4, 01.07.2005, S. 677-691.

Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung

Bibtex

@article{82a4fe6d621940a6abe7fc21f6d2bbad,

title = "Self-regulation in error management training: emotion control and metacognition as mediators of performance effects",

abstract = "In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five volunteer students learned a computer program under 1 of 3 conditions: error avoidant training, error management training, or error management training supplemented with a metacognitive module. As predicted, both forms of error management training led to better transfer performance than did error avoidant training (d = 0.75). Mediation hypotheses were fully supported: Emotion control and metacognitive activity (from verbal protocols) mediated performance differences. These findings highlight the potential of promoting self-regulatory processing during training.",

keywords = "Adaptation, Psychological, Adult, Affect, Cognition, Female, Humans, Learning, Social Control, Informal, Teaching, Business psychology, error management, self-regulation, adaptive transfer, active learning",

author = "Nina Keith and Michael Frese",

year = "2005",

month = jul,

day = "1",

doi = "10.1037/0021-9010.90.4.677",

language = "English",

volume = "90",

pages = "677--691",

journal = "Journal of Applied Psychology",

issn = "0021-9010",

publisher = "American Psychological Association Inc.",

number = "4",

}

RIS

TY - JOUR

T1 - Self-regulation in error management training: emotion control and metacognition as mediators of performance effects

AU - Keith, Nina

AU - Frese, Michael

PY - 2005/7/1

Y1 - 2005/7/1

N2 - In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five volunteer students learned a computer program under 1 of 3 conditions: error avoidant training, error management training, or error management training supplemented with a metacognitive module. As predicted, both forms of error management training led to better transfer performance than did error avoidant training (d = 0.75). Mediation hypotheses were fully supported: Emotion control and metacognitive activity (from verbal protocols) mediated performance differences. These findings highlight the potential of promoting self-regulatory processing during training.

AB - In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five volunteer students learned a computer program under 1 of 3 conditions: error avoidant training, error management training, or error management training supplemented with a metacognitive module. As predicted, both forms of error management training led to better transfer performance than did error avoidant training (d = 0.75). Mediation hypotheses were fully supported: Emotion control and metacognitive activity (from verbal protocols) mediated performance differences. These findings highlight the potential of promoting self-regulatory processing during training.

KW - Adaptation, Psychological

KW - Adult

KW - Affect

KW - Cognition

KW - Female

KW - Humans

KW - Learning

KW - Social Control, Informal

KW - Teaching

KW - Business psychology

KW - error management

KW - self-regulation

KW - adaptive transfer

KW - active learning

UR - http://www.scopus.com/inward/record.url?scp=24944442623&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/5b582dd6-1a2d-3005-ac4a-09cacfd0f0c6/

U2 - 10.1037/0021-9010.90.4.677

DO - 10.1037/0021-9010.90.4.677

M3 - Scientific review articles

C2 - 16060786

VL - 90

SP - 677

EP - 691

JO - Journal of Applied Psychology

JF - Journal of Applied Psychology

SN - 0021-9010

IS - 4

ER -