Error framing is expected to induce differential mastery and performance-avoid orientations, shaping self-efficacy and intrinsic motivation¶

Claim · All claims
Evidence · 1 study · causal r? · q1
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Framing errors as instructive induces a mastery orientation, while instructing trainees to avoid errors induces a performance-avoid orientation; neither framing is expected to affect performance-prove goals. → Bell 2008

Evidence¶

Bell 2008¶

Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296-316. http://digitalcommons.ilr.cornell.edu/articles/410/

q1 · i? · causal · r?

Theoretical argument in the Training Frame section: errors serve as salient feedback in complex task learning, and how learners interpret errors distinguishes goal-orientation dimensions. The article also states the inductions are not expected to significantly impact performance-prove goals since neither approach emphasizes performance demonstration.

"Thus, we expect that the differential framing of errors will induce different levels of mastery and performance-avoid orientations, which, in turn, are expected to influence trainees' self-efficacy and intrinsic motivation."

Discussion¶

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