Self-regulation in error management training: emotion control and metacognition as mediators of performance effects
Research output: Journal contributions › Scientific review articles › Research
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In: The Journal of applied psychology, Vol. 90, No. 4, 01.07.2005, p. 677-691.
Research output: Journal contributions › Scientific review articles › Research
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TY - JOUR
T1 - Self-regulation in error management training: emotion control and metacognition as mediators of performance effects
AU - Keith, Nina
AU - Frese, Michael
N1 - Copyright 2005 APA, all rights reserved.
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 - The Journal of applied psychology
JF - The Journal of applied psychology
SN - 0021-9010
IS - 4
ER -