RELATIONSHIPS OF GOAL ORIENTATION, METACOGNITIVE ACTIVITY, AND PRACTICE STRATEGIES WITH LEARNING OUTCOMES AND TRANSFER

A model of learning transfer that focused on the active role of the le arner was developed and tested within a complex decision-making task. The study examined how individual differences, learning strategies, an d training outcomes influenced transfer of learning to a more complex task. A sample of 93 undergraduate students participated in 2-day rada r operations study. Hierarchical regression analysis results indicated that mastery orientation was positively related to metacognitive acti vity of the learner. Metacognitive activity was significantly related to knowledge acquisition, skilled performance at the end of training, and self-efficacy. All 3 of these training outcomes wore related to pe rformance on the transfer task. Implications of these findings for res earch and practice are discussed.