The Effects of Structure and Metacognitive Prompts on Training Outcomes
This study investigates the use of metacognitive prompts and training structure for a computer-based training intervention. It is framed in resource allocation theory (Kanfer & Ackerman, 1989) and includes a fully-crossed 2 (low vs. high structure) x 2 (no prompts vs. metacognitive prompts) experimental design to examine how different training methods affect training outcomes – performance and self-efficacy – via metacognitive activity. Individual differences such as cognitive ability, motivation, and goal orientation were also anticipated to affect trainee performance on a test of immediate and delayed performance. Results from this research indicate that structure affected scores on a delayed performance test but not immediate performance or self-efficacy. Furthermore, metacognitive prompts did not produce any predicted effects on performance. Future research should carefully consider the viability of metacognitive prompts for affecting training outcomes.
Young, Carmen K. "The Effects of Structure and Metacognitive Prompts on Training Outcomes." (2015) Master’s Thesis, Rice University. https://hdl.handle.net/1911/88185.