We proposed a model that included individual and situational antecedents of self-efficacy develop... more We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported. Recent theorizing and research concerning influences on training effectiveness have moved beyond a focus on the training program and its attributes, and adopted a more global or systems perspective (n nnenbaum & Yukl, 1992). For example, Campbell (1988) argued that the effects of individual and situational variables on training effectiveness should be considered. He noted that individual variables such as trainees' goals; their levels of self-efficacy before, during, and after training; and the self-regulatory behaviors of trainees could all impact the ultimate effectiveness of a program. Furthermore, Campbell suggested that situational influences such as reinforcement and punishment contingencies, socialization, and group processes that influence trainees' goals, We thank three anonymous reviewers for their helpful comments on an earlier version of this article. Requests for reprints and other correspondence concerning this article should be sent to John Mathieu,
We proposed a model that included individual and situational antecedents of self-efficacy develop... more We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported.
We proposed a model that included individual and situational antecedents of self-efficacy develop... more We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported. Recent theorizing and research concerning influences on training effectiveness have moved beyond a focus on the training program and its attributes, and adopted a more global or systems perspective (n nnenbaum & Yukl, 1992). For example, Campbell (1988) argued that the effects of individual and situational variables on training effectiveness should be considered. He noted that individual variables such as trainees' goals; their levels of self-efficacy before, during, and after training; and the self-regulatory behaviors of trainees could all impact the ultimate effectiveness of a program. Furthermore, Campbell suggested that situational influences such as reinforcement and punishment contingencies, socialization, and group processes that influence trainees' goals, We thank three anonymous reviewers for their helpful comments on an earlier version of this article. Requests for reprints and other correspondence concerning this article should be sent to John Mathieu,
We proposed a model that included individual and situational antecedents of self-efficacy develop... more We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported.
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Papers by J. Martineau