A Study of the Technological, Instructional, and Motivational Factors Affecting PHR Certification Exam Outcomes

Autor/in	Bonner, David M.
Titel	A Study of the Technological, Instructional, and Motivational Factors Affecting PHR Certification Exam Outcomes
Quelle	(2012), (110 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Texas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-8079-9
Schlagwörter	Hochschulschrift; Dissertation; Human Resources; Certification; Influence of Technology; Instructional Effectiveness; Motivation; Performance Factors; Training Methods; Self Efficacy; Goal Orientation; Outcome Measures; Test Preparation; Student Surveys; Scores; Performance Based Assessment; Time Factors (Learning); Feedback (Response); Professional Education; Test Wiseness; Achievement Need; Academic Achievement; Predictor Variables + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Humankapital; Abschlusszeugnis; Zertifizierung; Unterrichtserfolg; psychologische; Motivation (psychologisch); Leistungsindikator; Didaktik; Trainingsmaßnahme; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Schülerbefragung; Leistungsermittlung; Berufsausbildung; Schulleistung; Prädiktor
Abstract	Although previous studies have considered the factors affecting other certification exam outcomes, they have not examined those that are related to performance on the Professional in Human Resources (PHR) exam. In response to that need, this study specifically investigates technology and training factors that affect self-efficacy and self-set goals, and through them, influence PHR certification exam results. The target population for the study consisted of recent examinees who had taken a formal PHR examination preparation class or used another form of exam preparation training. The survey results were analyzed using partial least squares modeling techniques, and mediation effects were then tested. The results demonstrated that PHR training self-efficacy affected PHR exam self-efficacy and self-set goals. These factors then had an impact on PHR exam scores. Also, the results of task-technology fit were indirectly related to PHR training self-efficacy through a multiple mediation model that included the instructional factor of time on task and the technology factor of perceived usefulness. Surprisingly, time spent on practice exam questions was found to be negatively related to PHR certification exam scores. Finally, instructional feedback indirectly affected outcomes through its positive relationship to self-set goals. The results of the research should help training professionals and examinees in structuring PHR exam training and preparation activities. They also suggest avenues for improving outcomes in other similar types of training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10