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    The Effects of Structure and Metacognitive Prompts on Training Outcomes

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    Author
    Young, Carmen K
    Date
    2015-02-27
    Advisor
    Beier, Margaret E
    Degree
    Master of Arts
    Abstract
    This study investigates the use of metacognitive prompts and training structure for a computer-based training intervention. It is framed in resource allocation theory (Kanfer & Ackerman, 1989) and includes a fully-crossed 2 (low vs. high structure) x 2 (no prompts vs. metacognitive prompts) experimental design to examine how different training methods affect training outcomes – performance and self-efficacy – via metacognitive activity. Individual differences such as cognitive ability, motivation, and goal orientation were also anticipated to affect trainee performance on a test of immediate and delayed performance. Results from this research indicate that structure affected scores on a delayed performance test but not immediate performance or self-efficacy. Furthermore, metacognitive prompts did not produce any predicted effects on performance. Future research should carefully consider the viability of metacognitive prompts for affecting training outcomes.
    Keyword
    training; structure; metacognition; metacognitive prompts
    Citation
    Young, Carmen K. "The Effects of Structure and Metacognitive Prompts on Training Outcomes." (2015) Master’s Thesis, Rice University. https://hdl.handle.net/1911/88185.
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    Home | FAQ | Contact Us | Privacy Notice | Accessibility Statement
    Managed by the Digital Scholarship Services at Fondren Library, Rice University
    Physical Address: 6100 Main Street, Houston, Texas 77005
    Mailing Address: MS-44, P.O.BOX 1892, Houston, Texas 77251-1892
    Site Map