LEARNING WITHIN A LEARNER CONTROL TRAINING ENVIRONMENT: THE INTERACTIVE EFFECTS OF GOAL ORIENTATION AND METACOGNITIVE INSTRUCTION ON LEARNING OUTCOMES

By A. Schmidt, J. K. Ford. 2003

378 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f35ff856b60e89df702cc34cbe85ddac795fb895

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Sub-dimensions of the four factor model of cultural intelligence : expanding the conceptualization and measurement of cultural intelligence (2012, background): “Carefully anticipating and thinking about the actions of others and the particular cultural context enhances understanding, especially in novel situations (Endsley, 1995; Schmidt & Ford, 2003).”
Influence of achievement goals and self‐efficacy on students' self‐regulation and performance (2005, background): “The validity of this hypothesis is widely acknowledged (Archer, 1994 ; Dweck, 1986 ; Dweck & Leggett, 1988 ; Hofmann, 1993 ; Midgley, 1993 ; Schmidt & Ford, 2003 ), but there are as of yet few empirical studies that have tested it.”
Cognitive Adaptability and an Entrepreneurial Task: The Role of Metacognitive Ability and Feedback (2012, background): “Individuals vary in their metacognitive ability (Allen & Armour-Thomas, 1993), and there is evidence suggesting that metacognition can be developed through training (Schmidt & Ford, 2003).”
An Evaluation of Generic Teamwork Skills Training with Action Teams: Effects on Cognitive and Skill-Based Outcomes (2005, methodology): “When participants arrived for their scheduled 3-hour experimental session, they were randomly assigned to either the training or control condition. Individuals assigned to the training condition participated in a 30-minute training session. When the training was completed, they were administered Ste”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, neutral): “…ib ra ri es ] at 1 0: 47 1 9 O ct ob er 2 01 2 2005, Fortunato & Goldblatt, 2006; Hovarth et al., 2006; Niemivirta, 2002; Radosevich et al., 2004; Schmidt & Ford, 2003; E. Skaalvik, 1997) to moderate range (47.5%; r = .30–.50, Church et al., 2001; Dai, 2000; Day et al., 2003; Heimbeck et al.,…”
Can learning be virtually boosted? An investigation of online social networking impacts (2010, neutral): “Learning outcomes span three domains: cognitive, affective and skill-based (Kraiger, Ford, & Salas, 1993; Schmidt & Ford, 2003).”
Social Support in the Workplace and Training Transfer: A longitudinal analysis (2010, background): “…result is in line with several lines of research: trainees with a learning goal orientation are interested in developing competency (rather than outperforming others), and thus are more willing to consider how they may increase their knowledge and ability for a given task (Schmidt & Ford, 2003).”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “Ford et al. (1998) and Schmidt and Ford (2003) reported that a learning orientation predicted metacognitive regulation.”
A Process Model of Goal Orientation and Feedback Seeking (2007, background): “For example, individuals with a high mastery goal orientation engaged in more metacognitive activities, such that they consistently monitor their level of understandings of the task (A. M. Schmidt & Ford, 2003 ).”