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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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| Published in: | Journal of applied psychology 2005-07, Vol.90 (4), p.677-691 |
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| Main Authors: | , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-a510t-9c23790ca026effa86531c0ba1137ddf27abea87487309b0cb4cb08b8ec2c603 |
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| cites | cdi_FETCH-LOGICAL-a510t-9c23790ca026effa86531c0ba1137ddf27abea87487309b0cb4cb08b8ec2c603 |
| container_end_page | 691 |
| container_issue | 4 |
| container_start_page | 677 |
| container_title | Journal of applied psychology |
| container_volume | 90 |
| creator | Keith, Nina Frese, Michael |
| description | 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. |
| doi_str_mv | 10.1037/0021-9010.90.4.677 |
| format | article |
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d
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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.</description><subject>Adaptation, Psychological</subject><subject>Adult</subject><subject>Affect</subject><subject>Applied psychology</subject><subject>Biological and medical sciences</subject><subject>Cognition</subject><subject>Computer Software</subject><subject>Employee development</subject><subject>Error analysis</subject><subject>Error Correction</subject><subject>Errors</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Learning</subject><subject>Male</subject><subject>Management Development</subject><subject>Management Training</subject><subject>Metacognition</subject><subject>Miscellaneous</subject><subject>Organizational learning</subject><subject>Performance measurement</subject><subject>Prediction</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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d
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| ispartof | Journal of applied psychology, 2005-07, Vol.90 (4), p.677-691 |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); International Bibliography of the Social Sciences (IBSS); Business Source Ultimate; PsycARTICLES; ERIC |
| 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 |
| title | Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects |
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