Literaturnachweis - Detailanzeige
Autor/inn/en | Schwoerer, Catherine E.; May, Douglas R.; Hollensbe, Elaine C.; Mencl, Jennifer |
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Titel | General and Specific Self-Efficacy in the Context of a Training Intervention to Enhance Performance Expectancy |
Quelle | In: Human Resource Development Quarterly, 16 (2005) 1, S.111-129 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1044-8004 |
DOI | 10.1002/hrdq.1126 |
Schlagwörter | Individual Characteristics; Self Efficacy; Pretests Posttests; Performance; Employee Attitudes; Intervention; Transfer of Training; Labor Force Development; Human Resources; Evaluation Methods; Job Training |
Abstract | A pretest-posttest field study investigated self-efficacy, both general and specific, in an intensive training experience to prepare new recruits for their work assignments. Specific issues addressed include (1) the effects of the training experience on general self-efficacy (GSE), work-specific selfefficacy (SSE), and performance expectancy; (2) the effects of pretraining attitudes and beliefs on posttraining GSE and work SSE; and relations between posttraining self-efficacy beliefs and posttraining performance expectancy. Training increased GSE, SSE, and performance expectancy. Unlike GSE, work SSE was influenced by pretraining motivation, training self-efficacy, and performance expectancy. The implications of the findings for HRD research and practice are discussed from the perspectives of understanding individual characteristics of trainees, choosing methods to enhance self-efficacy, and the appropriateness of measuring general and specific self-efficacy before training (to guide planning) and after training (as an evaluation dimension) (Author). |
Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |