Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects

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...

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Bibliographic Details
Published in:Journal of applied psychology 2005-07, Vol.90 (4), p.677-691
Main Authors: Keith, Nina, Frese, Michael
Format: Article
Language:English
Subjects:
Adaptation, Psychological
Adult
Affect
Applied psychology
Biological and medical sciences
Cognition
Computer Software
Employee development
Error analysis
Error Correction
Errors
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Learning
Male
Management Development
Management Training
Metacognition
Miscellaneous
Organizational learning
Performance measurement
Prediction
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Self Control
Self-Regulation
Selfregulation
Social Control, Informal
Studies
Teaching - methods
Training
Transfer of Training
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Summary: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.
ISSN:0021-9010
1939-1854
DOI:10.1037/0021-9010.90.4.677