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A meta-analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task-based skill, objective task-based skill, and teamwork skill. (Contains 7 tables and 1 figure.)

Relationships were examined between prior experience with training, goal orientation, gender and training attitudes. Participants (n = 165) had a minimum of six months of work experience. Results from regression analyses indicated that mastery-approach goal orientation had a beneficial effect on training attitudes for men but not for women. In addition, prior experience with training had a beneficial effect on training attitudes, and women had more favorable attitudes than men. The results provide initial evidence that gender moderates goal orientation effects in training contexts.

Universities prepare students to become contributing members to the workplace and to society. However, with rising tuition costs and other increasing time and resource demands, students face substantial adversity. Students' ability to cope with that adversity influences successful completion of academic coursework and retention in degree programs, ultimately providing a source of potential effective future employees. Previous research has demonstrated numerous direct relationships between dispositional resilience and pivotal outcomes, such as performance, life satisfaction, and subjective well-being. However, research has failed to explore underlying mechanisms through which resilience may affect these outcomes, especially in academic contexts. The purpose of the current study was to use self-regulation theory as a framework for examining the effects of students' resilience on outcomes. Using a sample of undergraduate students from a Midwestern university in the U.S. (N = 141), we proposed and tested a path model addressing self-efficacy, self-set goals, and state anxiety as mechanisms through which resilience influences performance and subjective well-being. Our results provided evidence supporting a structural model involving resilience, such that student resilience (a) has an indirect effect on performance through self-efficacy and self-set goals, (b) has an indirect effect on state anxiety through self-efficacy, and (c) accounts for unique variance in subjective well-being after controlling for state anxiety. Implications, limitations, and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1559-1816.2008.00308.x Byline: Debra Steele-Johnson (a), Paul Heintz (a), Corey E. Miller (a) Abstract: We examined the longitudinal effects of situationally induced 2-dimensional state goal orientations (i.e., achievement goals) on perceptions, performance, and satisfaction. Results (N = 268) indicated that high state learning cues led to higher perceived challenge and, for higher ability individuals, greater performance gains. Further, high state performance cues led to higher perceived effort. However, results revealed that state learning and performance effects were more complex than expected. State learning effects on challenge and state performance effects on effort were both stronger with other cues absent. Additionally, increasingly beneficial state learning cue effects were stronger for higher ability individuals. Thus, results provided support that state learning and performance goals are separate dimensions, and their interactive effects need further examination. Author Affiliation: (a)Wright State University Article note: (2) Correspondence concerning this article should be addressed to Debra Steele-Johnson, Department of Psychology, Wright State University, 3640 Colonel Glenn Highway, Dayton, OH 45435-0001. E-mail: debra.steele-johnson@wright.edu

We investigated the role of multiple forms of feedback and of alternative measures of motivation in feedback-goal-performance processes. Results indicated that when performance-based and normative-based feedback are both provided, the two forms of feedback have differential effects on personal goals and intrinsic motivation, supporting our predictions. Moreover, measures of self-efficacy and personal goals worded in relation to performance were more strongly related to performance-based feedback, while self-efficacy and personal goals measures worded in relation to normative information were more strongly related to normative-based feedback, as predicted. These results highlight the importance of investigating more complex feedback environments and examining the role of alternative measures of motivational variables to increase our understanding of motivational processes.