Abstract
AbstractThis study examines the training outcomes related to the interaction between the motivational factor of learning goal orientation and the situational factor of practice distribution. Participants in weekly (spaced) and residential (massed) labor education classes were assessed at the beginning of training for cognitive ability and learning goal orientation. At the end of training, declarative knowledge and task‐specific self‐efficacy were examined as outcomes. Contrary to expectations, it was found that individuals with high learning goal orientation had more positive outcomes in the massed practice course than in the spaced practice course.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
