A review and meta-analysis of the nomological network of trainee reactions

A review and meta-analysis of studies assessing trainee reactions are presented. Results suggest reactions primarily capture characteristics of the training course, but trainee characteristics (e.g., anxiety and pretraining motivation) and organizational support also have a moderate effect on reactions. Instructional style (rho = .66) followed by human interaction (rho = .56) were the best predictors of reactions. Reactions predicted pre-to-post changes in motivation (beta = .51) and self-efficacy (beta = .24) and were more sensitive than affective and cognitive learning outcomes to trainees' perceptions of characteristics of the training course. Moderator analyses revealed reactions- outcomes correlations tended to be stronger in courses that utilized a high level rather than a low level of technology, and affective and utility reactions did not differ in their relationships with learning outcomes. The current study clarifies the nomological network of reactions and specifies outcomes that are theoretically related to reactions.     

Regulatory mode preferences for autonomy supporting versus controlling instructional styles

Background Three studies carried out in educational settings examined determinants of teacher's instructional styles and students' degree of satisfaction with the learning climates created by such styles. Aims Based upon regulatory mode theory, Studies 1 and 2 tested the hypotheses that teachers' locomotion orientation will be positively related, and their assessment orientation will be negatively related, to autonomy supportive (vs. controlling) instructional styles. Study 3 tested the hypothesis that students' regulatory mode will exhibit a fit effect with the prevalent learning climate in their school. Samples Participants for Study 1 were 378 teachers (278 females); for Study 2 were 96 teachers (65 females); and for Study 3 were 190 students (all males). Method Participants completed questionnaires that included measures of teaching styles (Studies 1 and 2), perceived learning climate and satisfaction (Study 3), and regulatory mode orientations (Studies 1 and 3). In Study 2 regulatory mode orientations were experimentally induced. Results Results confirmed that teachers' autonomy supportive versus controlling styles were positively related to their locomotion orientations and negatively related to their assessment orientation, and that students with a stronger locomotion (vs. assessment) orientation reported a higher level of satisfaction when the learning climate was perceived as autonomy supportive (vs. controlling). Conclusions The present studies show that teachers' preference for adopting an instructional style is influenced by their regulatory mode orientations, and that the effects of a learning climate on students' satisfaction are contingent on a fit between type of learning climate and students' regulatory mode orientations.     

Reactions to Feedback in Goal Choice and Goal Change Processes1

Two laboratory studies were conducted to test the effects of reactions to feedback on propensity to change an initial self-selected performance goal. In Study 1, the performance of 228 subjects on a word search task was manipulated by varying puzzle difficulty. In Study 2, two-dimensional goals (i.e., time and quantity) were first assigned and then chosen by 75 subjects. In Study 1, satisfaction with performance and self-efficacy predicted goal change beyond the effects of past performance. Subjects lower in both satisfaction and self-efficacy tended to lower initial goals, whereas those higher in either or both variables tended to raise them. In a post-hoc analysis, goal-performance discrepancies and motivational force interacted to explain satisfaction with performance for subjects experiencing negative feedback. This result was replicated in Study 2 for self-selected quantity goals. In Study 2, satisfaction with performance explained goal choice beyond the effects of past performance for initial time goals and final quantity goals. Trade-offs in the selection of dual goals occurred, with subjects selecting a difficult goal on one dimension and an easy goal on the other. Suggestions for future research and practice on self-regulation of goals and performance are provided.     

Access to handouts of presentation slides during lecture: Consequences for learning

Teachers often lecture with presentation software such as Microsoft PowerPoint; however, little research has examined the effects of this new technology on learning. One issue that arises is whether or not to give students copies of the lecture slides, and if so when. A survey documented that students prefer to receive lecture slides before class, whereas instructors were less pronounced in their preferences. Two experiments examined whether having handouts of the slides facilitated encoding of science lectures. Having access to handouts of the slides during lecture was associated with a number of benefits: less note‐taking (studies 1 and 2), less time needed to prepare for a final test (study 1), and better performance on the final test (study 2). Overall, receiving handouts before lecture helped efficient encoding of the lecture. Copyright © 2009 John Wiley & Sons, Ltd.     

Core self-evaluations and job and life satisfaction: the role of self-concordance and goal attainment

The present study tested a model explaining how the core self-evaluations (i.e., positive self-regard) concept is linked to job and life satisfaction. The self-concordance model, which focuses on motives underlying goal pursuit, was used as an explanatory framework. Data were collected from 2 samples: (a) 183 university students (longitudinal measures of goal attainment and life satisfaction were used) and (b) 251 employees (longitudinal measures of goal attainment and job satisfaction were utilized). In both studies, the core self-evaluations concept was positively related to goal self-concordance, meaning that individuals with positive self-regard were more likely to pursue goals for intrinsic and identified (value-congruent) reasons. Furthermore, in both studies, goal self-concordance was related to satisfaction (job satisfaction in Study 1 and life satisfaction in Study 2).     

A comprehensive model and measure of compensation satisfaction

We describe the results of two studies designed to develop a comprehensive theoretical model and measure of compensation satisfaction. Our typology of compensation satisfaction consists of seven dimensions: four for pay (level, structure, raises, and variable pay procedures satisfaction) and three dimensions for benefits (level, determination, and administration satisfaction). We used new and existing items to develop the Comprehensive Compensation Satisfaction Questionnaire. In Study 1, we report the results of exploratory factor analysis that supports a seven‐factor structure. In Study 2, confirmatory factor analysis supported the same seven‐factor structure in a different sample. We examined relationships between the compensation satisfaction dimensions and their antecedents and consequences. Seven hypotheses regarding differential antecedents of compensation satisfaction were supported. Satisfaction with aspects of compensation procedures were related to perceived organizational support, and perceived organizational support mediated the relationships between these compensation satisfaction procedures and affective commitment and turnover intentions. Our final analysis yielded a 29‐item scale (including eight new items) which we recommend for use in future compensation satisfaction research.     

A comparison of interteaching and lecture in the college classroom

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.     

Responding to partners' expression of anger: the role of communal motivation

The effects of communal motivation on reactions to relationship partners' expressed anger were examined. In Study 1, married couples reported on the communal strength of their marriage, their expressions of anger to their spouse, and relationship satisfaction. In Study 2, college students reported on the communal strength of their best friendships, those friends' expressions of anger, and their evaluations of and provision of support to those friends. In Study 3, communal motivation toward a stranger who expressed mild anger was manipulated and evaluation of that stranger was measured. In all three studies, low communal motivation was associated with more negative evaluations of angry partners, lower relationship satisfaction, and, in Study 2, lower support provision. In contrast, when communal motivation was high, these decreases either did not occur (Studies 1 and 3) or were diminished (Study 2), and in Study 2, partners' anger was associated with increased provision of social support.     

Investigating the relationship between variations in students' perceptions of their academic environment and variations in study behaviour in distance education

Background. Recent research on student learning in higher education has identified clear associations between variations in students' perceptions of their academic environment and variations in their study behaviour. Aims. This research investigated a general theoretical model linking students' demographic characteristics, perceptions and study behaviour with measures of outcome and in particular compared four accounts of the casual relationship between perceptions and study behaviour. Samples. Study 1 employed data from 1,123 students taking six courses by distance learning; Study 2 employed data from 2,049 students taking seven courses by distance learning. Methods. Path analysis was used to assess the causal relationships among the students' age, gender and prior qualifications, their scores on the Course Experience Questionnaire, their scores on a short version of the Approaches to Studying Inventory or the Revised Approaches to Studying Inventory, their overall marks and their ratings of general satisfaction. Results. Both studies yielded evidence for the causal efficacy of all the paths identified in the general theoretical model. Conclusions. There exists a bi‐directional causal relationship between variations in students' perceptions of their academic environment and variations in their study behaviour.     

Interrelations that foster learning: An investigation of two correlational studies

The theoretical tenets of academic engagement, as outlined by Schaufeli and colleagues, have received limited attention. There is credence to indicate that Schaufeli et al.'s conceptualization has educational implications. Extending this avenue of inquiry, we report two longitudinal studies that explore the motivation‐related attributes of engagement within the framework of self‐efficacy. A number of research questions were developed for examination—for example, does enactive learning experience influence academic achievement, via students' engrossment (i.e. absorption) of a subject matter? Does students' sense of resilience and persistence (i.e. vigor) heighten their self‐efficacy beliefs for academic learning? For the two studies (Study 1: 311 Year 11 students; Study 2: 249 Year 12 students), utilizing different cohorts, we measured these constructs at multiple time points. Existing Likert‐scale inventories were administered repeatedly, and data collected were analysed using causal modeling procedures. MPlus 7.2 yielded a number of key findings—for example: (a) the positive impact of Time 1 enactive learning experience on Time 2 absorption and vigor, (b) the positive impact of Time absorption on Time 3 self‐efficacy, (c) the positive impact of Time 2 absorption on Time 4 achievement and (d) the positive impact of Time 1 self‐efficacy on Time 2 absorption and vigor.     

Social interdependence in close relationships: The actor–partner‐interdependence–investment model (API‐IM)

This article introduces the actor–partner‐interdependence–investment model (API‐IM) that was developed to add a dyadic perspective to Rusbult's investment model. The API‐IM is based on interdependence theoretical assumptions and the actor–partner interdependence model. Two studies were conducted to investigate the reliability of the API‐IM. Relationship satisfaction, investment size, quality of alternatives, and relationship commitment were assessed at both partners of 77 (Study 1) and 162 (Study 2) married and unmarried heterosexual couples. Path analyses that applied a structural equation modeling framework revealed a dyadic model that significantly predicts women's and men's commitment by actor effects of satisfaction, investments, and alternatives, and partner effects of satisfaction. Actor and partner effects of satisfaction were significantly moderated by relationship duration and marital status. Marital status also significantly moderated the actor effect of alternatives. The API‐IM supports the concept of social interdependence in close relationships, and it is discussed as a sound dyadic extension of the investment model. Copyright © 2012 John Wiley & Sons, Ltd.     

The role of need satisfaction as a distinct and basic psychological component of autobiographical memories: a look at well-being

The purpose of the present research was to show that satisfaction of the psychological needs of autonomy, competence, and relatedness constitutes a basic component characterizing autobiographical memories. In Study 1, a coding scheme and a self-rating method for measuring need satisfaction in memories were developed and shown to be highly related to each other. Across 3 studies using graduate and undergraduate students (Study 1: N=244; Study 2: N=309; Study 3: N=159), need satisfaction was found to be moderately associated with well-being measures, over and above several other memory components usually assessed in research on autobiographical memories. In addition, this association between need satisfaction in autobiographical memories and well-being held, even after controlling for person-level measures, such as personality traits, self-determined orientation, or experience of need satisfaction in general in one's life, thus suggesting that autobiographical memory and semantic self-knowledge are distinct databases.     

When My Object Becomes Me: The Mere Ownership of an Object Elevates Domain‐Specific Self‐Efficacy

Past research on the mere ownership effect has shown that when people own an object, they perceive the owned objects more favorably than the comparable non‐owned objects. The present research extends this idea, showing that when people own an object functional to the self, they perceive an increase in their self‐efficacy. Three studies were conducted to demonstrate this new form of the mere ownership effect. In Study 1, participants reported an increase in their knowledge level by the mere ownership of reading materials (a reading package in Study 1a, and lecture notes in Study 1b). In Study 2, participants reported an increase in their resilience to sleepiness by merely owning a piece of chocolate that purportedly had a sleepiness‐combating function. In Study 3, participants who merely owned a flower essence that is claimed to boost creativity reported having higher creativity efficacy. The findings provided insights on how associations with objects alter one's self‐perception.     

Affective Impact of Close Counterfactuals: Implications of Possible Futures for Possible Pasts

Close outcomes have been shown to influence counterfactual thoughts and affective reactions. Not quite achieving a goal can be particularly disheartening, and just making it can be particularly uplifting. Prior research (Medvec, Madey, & Gilovich, 1995; Medvec & Savitsky, 1997) has demonstrated a satisfaction reversal: People who just miss a better outcome (e.g., losing by 1 point) actually feel worse than those who were not as close (e.g., losing by 10 points). It was hypothesized that this effect should depend critically on whether there are future possibilities. In Study 1, analyses of newspaper articles showed that reactions to a close game depended on whether it was the first or last game of a series. Study 2 demonstrated a new type of satisfaction reversal: At halftime, people felt better when their team was down by 1 point than if their team was up by 1 point. It is suggested that finality evokes contrast effects and that future possibilities evoke assimilation.     

Spoilt for choice: The role of counterfactual thinking in the excess choice and reversibility paradoxes

Contrary to popular belief many choice options and the ability to reverse one's initial choice are sometimes associated with decreased chooser satisfaction. Two studies investigated the role of counterfactual thinking in explaining these paradoxes. Participants chose drawing implements from either a limited (6) or extensive (24) choice set (Study 1), or an expected reversible/non-reversible selection (Study 2). Following a drawing task, satisfaction with their chosen implement was rated under either high or low cognitive load to manipulate the availability of counterfactual alternatives. In Study 1 satisfaction was higher with limited vs. extensive choice under low load. The number of counterfactuals generated mediated this effect. Under high load the pattern was reversed. Participants in Study 2 generated more counterfactuals when reversibility was expected under low but not high load and this partially mediated the impact of expected reversibility on revealed satisfaction. Implications for theoretical understanding of these paradoxes are discussed.     

TRAINEE CHARACTERISTICS AND THE OUTCOMES OF OPEN LEARNING

Previous investigations into the processes and outcomes of training have been restricted to conventional "closed" settings. However, learning is likely to become increasingly "open," with greater discretion granted for individuals to choose how and when they will acquire new skills and information. In a study of 106 junior managers over a 7-month period, the impact of 11 trainee characteristics was investigated in relation to immediate learning scores, reactions to the program, and changes in rated job behaviors. It was found that learning score was significantly independently predicted by general training attitude, the use of an analytic learning strategy, and (low) age. Post-training reactions were identified as being of three kinds: reported enjoyment, usefulness, and difficulty. These were shown to be differentially associated with the trainee characteristics studied. Significant associations were found between learning score and changes in rated job performance.     

On The Exchange of Hostility With Supervisors: An Examination of Self‐Enhancing and Self‐Defeating Perspectives

We invoke competing theoretical perspectives to examine the consequences for subordinates of involvement in relationships that vary in terms of downward hostility (i.e., hostility enacted by supervisors against direct reports) and upward hostility (i.e., hostility enacted by subordinates against immediate supervisors). Consistent with the perspective that targets of downward hostility are less likely to see themselves as victims when they perform acts of upward hostility, analysis of 2‐wave data from a sample of supervised employees suggested that upward hostility weakens the deleterious effects of downward hostility on subordinates’ job satisfaction, affective commitment, and psychological distress. Study 2 directly examined the presumed mechanism that underlies the effects observed in Study 1. In a 3‐wave sample, support was found for a moderated‐indirect effect framework in which the indirect effects of downward hostility on subordinates’ attitudes and psychological distress (through victim identity) were weaker when upward hostility was higher. Study 2 results also suggested that the enhancing effect of upward hostility generalizes to subjective indicators of career satisfaction and future career expectations.     

教学微视频的播放速度对学习效果的影响

为探究教学微视频播放速度对学习效果和学习满意度的影响,实验1采用行为测试和眼动追踪技术测查了62名大学生在正常播放、1.5倍和2倍播放条件下的学习效果和视觉注意过程。结果表明随着播放速度加快（1）学习者的学习效果和学习满意度会降低;（2）对图片区的注视时间及图文转换次数减少。加速播放视频不利于学习,可能是因为学习时长不同。从现实情境和理论研究两方面考虑,实验2控制了相等的视频学习时长后发现：（1）与正常速度相比1.5倍播放不会抑制学习,2倍播放的学习效果高于1.5倍;（2）但不同速度的学习满意度和眼动结果无显著差异。该研究为短视频播放速度的相关研究提供了新的研究视角,并对教学微视频设计提供了参照。     

MOTIVATION TO LEARN AND COURSE OUTCOMES: THE IMPACT OF DELIVERY MODE, LEARNING GOAL ORIENTATION, AND PERCEIVED BARRIERS AND ENABLERS

This naturally occurring quasi-experiment examined how learning goal orientation (LGO), delivery mode (classroom vs. blended learning), and the perception of barriers and enablers related to motivation to learn and course outcomes. Study participants were 600 students enrolled in either classroom or blended learning courses. As hypothesized, learners in the blended learning condition, high in LGO, and who perceived environmental features as enablers rather than barriers had significantly higher motivation to learn. Motivation to learn, in turn, was significantly related to course outcomes (satisfaction, metacognition, and grades). The mediation hypotheses received partial support. Finally, exploratory analyses revealed 3 significant interactions between delivery mode, LGO, and perceived barriers and enablers on motivation to learn and course satisfaction.