DIFFERENTIAL-EFFECTS OF LEARNER EFFORT AND GOAL ORIENTATION ON 2 LEARNING OUTCOMES

Training research is beginning to examine the trainee as an active par ticipant in the learning process. One component of this process involv es the choices learners make about the effort they will apply to the l earning task. Learner effort was examined in two ways: amount of effor t and type of effort. Both amount and type of effort were measured in multiple ways. The results indicated that mastery orientation and time on task were the strongest predictors of performance on the knowledge learning outcome, while perceived mental workload and the use of an e xample during learning predicted performance on the application learni ng outcome. Implications for training practice and research are discus sed.