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Pretraining context effects: Training assignment as feedback.

Miguel Á. Quiñones

Psychology

Context (archaeology)

Training (meteorology)

1995

This study examined the effects of framing training program assignments on training outcomes. A model was developed that suggests that the framing of training assignments can provide feedback regarding past performance and result in different attitudinal and motivational levels going into training. Participants were randomly assigned to 2 differently framed training programs (remedial vs. advanced). Attributions regarding past performance were found to interact with training assignments to affect pretraining selfefficacy. Both perceptions of past performance and expected assignment were found to moderate the relationship between training assignment and fairness perceptions. Also, motivation to learn was a key variable linking pretraining characteristics and training outcomes. Implications for training effectiveness research and practice are discussed

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“Pretraining context effects: Training assignment as feedback.” is a paper by Miguel Á. Quiñones published in 1995. It has an Open Access status of “closed”. You can read and download a PDF Full Text of this paper here.