Trainen met de sociaal-cognitieve theorie

Sinds de jaren zeventig hebben wetenschappelijk onderzoekers de sociaal-cognitieve theorie van Albert Bandura voortdurend toegepast om trainingsmethoden effectiever te maken. Hieronder vind je een – incompleet – overzicht van hun werk voor zover dat gepubliceerd is in gerenommeerde tijdschriften of door gerenommeerde uitgevers.

1. Overzichtsartikelen

Arthur, W., Bennet, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88(2), 234-245.

Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management, 13(2), 275-302.

Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organization behavior (pp. 120-136). Oxford, UK: Blackwell.

Decker, P. J., & Nathan, B. R. (1985). Behavior modeling training: Principles and applications. New York: Praeger.

Eisler, R. M., & Frederiksen, L. W. (1980). Perfecting social skills: A guide to interpersonal behavior development. New York: Plenum Books.

Gist M. E. (1997). Training design and pedagogy: Implications for skill acquisition, maintenance, and generalization. In Quinones, M. A., & Ehrenstein, A. (Eds.), Training for a rapidly changing workplace: Applications of psychological research (pp. 201-222). Washington, DC: American Psychological Association.

Grosmann, R., Salas, E., Pavlas, D., & Rosen, M. (2013). Using instructional features to enhance demonstration-based training in management education. Academy of Management Learning & Education, 12(2), 219–243.

Ladd, G. W., & Mize, J. (1983). A cognitive–social learning model of social-skill training. Psychological Review, 90(2), 127-157.

Latham, G. P. (1989). Behavioral approaches to the training and learning process. In I. L. Goldstein, Frontiers of industrial and organizational psychology (pp. 256-295). San Francisco, CA, US: Jossey-Bass.

Robertson, I. (1990). Behaviour modelling: Its record and potential in training and development. British Journal of Management, 1(2), 117-125.

Rosen, M. A., Salas, E., Pavlas, D., Jensen, R., Fu, D., & Lampton, D. (2010). Demonstration-based training: a review of instructional features. Human Factors, 52(5), 596-609.

Rosenthal, T. L., & Bandura, A. (1978). Psychological modeling: Theory and practice. In S. L. Garfield & A. E. Bergin (Eds.), Handbook of psychotherapy and behavior change: An empirical analysis (2nd ed., pp. 621-658). New York: Wiley.

Rosenthal, T. L. & Zimmerman, B. J. (1978). Social learning and cognition. New York: Academic Press.

Rosenthal, T. L., & Downs, A. (1985). Cognitive aids in teaching and treating. Advances in Behaviour Research and Therapy, 7(1-2), 1-53.

Russ-Eft, D. (1997). Behavior modeling. In L. Bassi & D. Russ-Eft (Eds.), What works: Training and development practices (pp. 105-149). Alexandria, VA: ASTD.

Russ-Eft, D. (2013). Behavior modeling. In C. Valentin & J. Walton (Eds.), Human resource development: Practices and orthodoxies (pp. 124-163). Houndmills, Basingstoke, England: Palgrave McMillan.

Taylor, P. J., Russ-Eft, D. F., & Chan, D. W. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90(4), 692-709.

Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22(2), 155-174.

Van der Molen, H. T., Smit, G. N., Hommes, M. A., & Lang, G. (1995) Two decades of cumulative microtraining in The Netherlands: An overview. Educational Research and Evaluation, 1(4), 347-378.

Wood, R. E., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14(3), 361-384.

2. Onderzoeksartikelen

Adams, K. (2004). Modelling success: enhancing international postgraduate research students’ self-efficacy for research seminar presentations. Higher Education Research and Development, 23(2), 115-130.

Alam, F., Boet, S., Piquette, D., Lai, A., Perkes, C. P., & LeBlanc, V. R. (2016). E-learning optimization: the relative and combined effects of mental practice and modeling on enhanced podcast-based learning: A randomized controlled trial. Advances in Health Sciences Education, 21(4), 789-802.

Baldwin, T. T. (1992). Effects of alternative modeling strategies on outcomes of interpersonal-skills training. Journal of Applied Psychology, 77(2), 147-154.

Bandura, A., Jeffery, R. W., & Gajdos, E. (1975). Generalizing change through participant modeling with self-directed mastery. Behaviour Research and Therapy, 13(2-3), 141-152.

Bandura, A., Jeffery, R. W., & Wright, C.L. (1974). Efficacy of participant modeling as a function of response induction aids. Journal of Abnormal Psychology, 83(1), 56-64.

Bandura, A., & Jourden, F. J. (1991). Self-regulatory mechanisms governing the impact of social comparison on complex decision making. Journal of Personality and Social Psychology, 60(6), 941-951.

Bandura, A., & Wood, R. E. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision-making. Journal of Personality and Social Psychology, 56(5), 805-814.

Bjerrum, A. S., Eika, B., Charles, P., & Hilberg, O. (2014). Dyad practice is efficient practice: a randomised bronchoscopy simulation study. Medical Education, 48(7), 705-712.

Bjerrum, A.S., Hilberg, O., Van Gog, T., Charles, P., & Eika, B. (2013). Effects of modelling examples in complex procedural skills training: a randomised study. Medical Education, 47(9), 888-898.

Bolt, M. A., Killough, L. N., & Koh, H. C. (2001). Testing the interaction effects of task complexity in computer training using the social cognitive model. Decision Sciences, 32(1), 1-20.

Braaksma, M. A. H., van den Bergh, H., Rijlaarsdam, G., & Couzijn, M. (2001). Effective learning activities in observation tasks when learning to write and read argumentative texts. European Journal of Psychology of Education, 16(1), 33-48.

Braaksma, M. A. H., Rijlaarsdam, G., & van den Bergh, H. (2002). Observational learning and the effects of model-observer similarity. Journal of Educational Psychology, 94(2), 405-415.

Braaksma, M. A. H., Rijlaarsdam, G., van den Bergh, H., & van Hout-Wolters, B. H. A. M. (2004). Observational learning and its effects on the orchestration of writing processes. Cognition and Instruction, 22(1), 1-36.

Brown, I., & Inouye, D. K. (1978). Learned helplessness through modeling: The role of perceived similarity in competence. Journal of Personality and Social Psychology, 36(8), 900-908.

Brown, T. C., & Latham, G. P. (2002). The effects of behavioural outcome goals, learning goals and urging people to do their best on individual’s teamwork behaviour in a group problem-solving task. Canadian Journal of Behavioural Science, 34(4), 276-285.

Brown, T. C., & Latham, G. P. (2006). The effect of training in verbal self-guidance on performance effectiveness in a MBA program. Canadian Journal of Behavioural Science, 38(1), 1-11.

Brown, T. C., Warren, A. M., & Khattar, V. (2016). The effects of different behavioral goals on transfer from a management development program. Human Resource Development Quarterly, 27(3), 349-372.

Bryant, S. E., & Fox, S. K. (1995). Behavior modeling training and generalization: interaction of learning point type and number of modeling scenarios. The Psychological Record, 45(3), 495-503.

Budworth, M. H. (2011). Individual learning and group performance: The role of collective efficacy. Journal of Workplace Learning, 23(6), 391-401.

Budworth, M. H., & Latham, G. P. (2007). Vertical transfer of training: can one person make a difference? Academy of Management Proceedings, 1, 1-6.

Cellar, D. F., & Wade, K. (1988). Effect of behavioral modeling on intrinsic motivation and script-related recognition. Journal of Applied Psychology, 73(2), 181-192.

Chou, H.-W. (2001). Effects of training method and computer anxiety on learning performance and self-efficacy. Computers in Human Behavior, 17(1), 51-69.

Chou, H.-W. (2001). Influences of cognitive style and training method on training effectiveness. Computers & Education, 37(1), 11-25.

Cleary, T.  J., Dong, T., & Artino, A. R. (2015). Examining shifts in medical students’ microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task. Advances in Health Sciences Education, 20(3), 611-626.

Cleary, T.  J., & Sandars, J. (2011). Assessing self-regulatory processes during clinical skill performance: A pilot study. Medical Teacher, 33(7), e368-374.

Cleary, T. J., & Zimmerman, B.  J. (2001). Self-regulation differences during athletic practice by experts, non-experts, and novices. Journal of Applied Sport Psychology, 13(2), 185-206.

Cleary, T. J., Zimmerman, B. J., & Keating, T. (2006). Training physical education students to self-regulate during basketball free throw practice. Research Quarterly for Exercise and Sport, 77(2), 251-262.

Clark, S. E., & Ste-Marie, D. M. (2007). The impact of self-as-a-model interventions on children’s self-regulation of learning and swimming performance. Journal of Sports Sciences, 25(5), 577-586.

Compeau, D. R. & Higgins, C. A. (1995). Application of social cognitive theory to training for computer skills. Information Systems Research, 6(2), 118-143.

Cole, N. D., & Latham, G. P. (1997). Effects of training in procedural justice on perceptions of disciplinary fairness by unionized employees and disciplinary subject matter experts. Journal of Applied Psychology, 82(5), 699-705.

Custers, E. J. F. M., Regehr, G., McCulloch, W., Peniston, C., & Reznick, R. (1999). The effects of modeling on learning a simple surgical procedure: See one, do one or see many, do one? Advances in Health Sciences Education, 4(2), 123-143.

Davis, B. L., & Mount, M. K. (1984). Effectiveness of performance appraisal training using computer assisted instruction and behavior modeling. Personnel Psychology, 37(3), 439-452.

Davis, F. D., & Yi, M. Y. (2004). Improving computer skill training: Behavior modeling, symbolic mental rehearsal, and the role of knowledge structures. Journal of Applied Psychology, 89(3), 509-523.

Debowski, S., Wood, R. E., & Bandura, A. (2001). Impact of guided exploration and enactive exploration on self-regulatory mechanisms and information acquisition through electronic search. Journal of Applied Psychology, 86(6), 1129-1141.

Decker, P. J. (1980). Effects of symbolic coding and rehearsal in behavior-modeling training. Journal of Applied Psychology, 65(6), 627-634.

Decker, P. J. (1982). The enhancement of behavior modeling training of supervisory skills by the inclusion of retention processes. Personnel Psychology, 35(2), 323-332.

Decker, P. J. (1983). The effects of rehearsal group size and video feedback in behavior modeling training. Personnel Psychology, 36(4), 763-773.

Decker, P. J. (1984). Effects of different symbolic coding stimuli in behavior modeling training. Personnel Psychology, 37(4), 711-720.

Decker, P. J., Durand, R., & Ayadi, M.F. (2011). Using cognitive modeling in business management education. Southwestern Business Administration Journal, 11(2), 53-70.

De Grez, L., Valcke, M., & Roozen, I. (2009). The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Computers & Education, 53(1), 112-120.

De Grez, L., Valcke, M., & Roozen, I. (2014). The differential impact of observational learning and practice-based learning on the development of oral presentation skills in higher education. Higher Education Research and Development, 33(2), 256-271.

Dempsey, M. S., & Kauffman, D. F. (2017). Supporting third year medical students’ skill acquisition and self-efficacy with coping models and process feedback during laparoscopic knot tying simulation. Frontiers in Psychology, 8:1171.

Domuracki, K., Wong, A., Oliveri, A., & Grierson, L. E. M. (2015). The impacts of observing flawed and flawless demonstrations on clinical skill learning. Medical Education, 49(2), 186-192.

Doo, M. Y. (2005). The effects of presentation format for behavior modeling of interpersonal skills in online instruction. Journal of Educational Multimedia and Hypermedia, 14(3), 213-235.

Doo, M. Y. (2006). A problem in online interpersonal skills training: do learners practice skills? Open Learning, 21(3), 263-272.

Edelstein, B. A., & Eisler, R. M. (1976). Effects of modeling and modeling with instructions and feedback on the behavioral components of social skills. Behavior Therapy, 7(3), 382-389.

Eisler, R. M., Hersen, M., & Miller, P. M. (1973). Effects of modeling on components of assertive behavior. Journal of Behavior Therapy and Experimental Psychiatry, 4(1), 1-6.

Feltz, D. L., Landers, D. M., & Raeder, U. (1979). Enhancing self-efficacy in high-avoidance motor tasks: A comparison of modeling techniques. Journal of Sport Psychology, 1(2), 112-122.

Frayne, C. A. (1991). Reducing employee absenteeism through self-management training: A research-based analysis and guide. New York: Quorum Books.

Frayne, C. A., & Geringer, J. M. (2000). Self-management training for improving job performance: a field experience involving salespeople. Journal of Applied Psychology, 83(5), 361-372.

Frayne, C. A., & Latham, G. P. (1987). Application of social learning theory to employee self-management of attendance. Journal of Applied Psychology, 72(3), 387-392.

Frerejan, J., Van Strien, J. L. H., Kirschner, P. A., & Brand-Gruwel, S. (2018). Effects of a modelling example for teaching information problem solving skills. Journal of Computer Assisted Learning, 34(6), 1-13.

Gerst, M. S. (1971). Symbolic coding processes in observational learning. Journal of Personality and Social Psychology, 19(1), 7-17.

Gist, M. E. (1989). The influence of training method on self-efficacy and idea generation among managers. Personnel Psychology, 42(4), 787-805.

Gist, M. E., Bavetta, A. G., & Stevens, C. K. (1990). Transfer training method: Its influence on skill generalization, skill repetition, and performance level. Personnel Psychology, 43(3), 501-523.

Gist, M. E., Rosen, B., & Schwoerer, C. (1988). The influence of training method and trainee age on the acquisition of computer skills. Personnel Psychology, 41(2), 255-265.

Gist, M. E., Schwoerer, C., & Rosen, B. (1989). Effects of alternative training methods on self-efficacy and performance in computer software training. Journal of Applied Psychology, 74(6), 884-891.

Gist, M. E., & Stevens, C. K. (1998). Effects of practice conditions and supplemental training method on cognitive learning and interpersonal skill generalization. Organizational Behavior and Human Decision Processes, 75(2), 142-169.

Gist, M. E., Stevens, C. K., & Bavetta, A. G. (1991). Effects of self-efficacy and post-training intervention on the acquisition and maintenance of complex interpersonal skills. Personnel Psychology, 44(4), 837-861.

Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2013). Learning to be creative: The effects of observational learning on students’ design products and processes. Learning and Instruction, 28, 35-47.

Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2013). The effect of observational learning on students’ performance, processes, and motivation in two creative domains. British Journal of Educational Psychology, 83(1), 3-28.

Harrison, J. K. (1992). Individual and combined effects of behavior modeling and the cultural assimilator in cross-cultural management training. Journal of Applied Psychology, 77(6), 952-962.

Harrison, R. P., Horan, J. J., Torretti, W., Gamble, K., Terzella, J., & Weir, E. (1983). Separate and combined effects of a cognitive map and a symbolic code in the learning of a modeled social skill (job interviewing). Journal of Counseling Psychology, 30(4), 499-505.

Hersen, M., Eisler, R. M., & Miller, P. M. (1974). An experimental analysis of generalization in assertive training. Behaviour Research and Therapy, 12(4), 295-310.

Hersen, M., Eisler, R. M., Miller, P. M., Johnson, M. B., & Pinkston, S. G. (1973). Effects of practice, instructions, and modeling on components of assertive behavior. Behaviour Research and Therapy, 11(4), 443-451.

Hogan, P. M., Hakel, M. D., & Decker, P. J. (1986). Effects of trainee-generated versus trainer-provided rule codes on generalization in behavior-modeling training. Journal of Applied Psychology, 71(3), 469-473.

Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2014). Comparing the effects of worked examples and modeling examples on learning. Computers in Human Behavior, 41, 80-91.

Hoogerheide, V., Loyens, S. M. M., & van Gog, T. (2016). Learning from video modeling examples: Does gender matter? Instructional Science, 44(1), 69-86.

Hoogerheide, V., Loyens, S. M. M., Jadi, F., Vrins, A, & van Gog, T. (2017). Testing the model-observer similarity hypothesis with text-based worked examples. Educational Psychology, 37(2), 112-127.

Hoogerheide, V., van Wermeskerken, M., Loyens, S. M. M., & van Gog, T. (2016). Learning from video modeling examples: Content kept equal, adults are more effective models than peers. Learning and Instruction, 44, 22-30.

Hoover, J. D., Giambatista, R. C., & Belkin, L. Y. (2012). Eyes on, hands ons: vicarious observational learning as an enhancement of direct experience. Academy of Management Learning & Education, 11(4), 591-608.

Jentsch, F., Bowers, C., & Salas, E. (2001). What determines whether observers recognize targeted behaviors in modeling displays? Human Factors, 43(3), 496-507.

Johnson, R. D., & Marakas, G. M. (2000). Research report: The role of behavioral modeling in computer skills acquisition: Toward refinement of the model. Information Systems Research, 11(4), 402-417.

Jourden, F. J., Bandura, A., & Banfield, J. T. (1991). The impact of conceptions of ability on self-regulatory factors and motor skill acquisition. Journal of Sport & Exercise Psychology, 13(3), 213-226.

Kazdin, A. E. (1982). The separate and combined effects of covert and overt rehearsal in developing assertive behavior. Behaviour Research and Therapy, 20(1), 17-25.

Kazdin, A. E. (1979). Effects of covert modeling and coding of modeled stimuli on assertive behavior. Behaviour Research and Therapy, 17(1), 53-61.

Kazdin, A. E., & Mascitelli, S. (1982a). Covert and overt rehearsal and homework practice in developing assertiveness. Journal of Consulting and Clinical Psychology, 50(2), 250-258.

Kazdin, A. E., & Mascitelli, S. (1982b). Behavioral rehearsal, self-instructions, and homework practice in developing assertiveness. Behavior Therapy, 13(3), 346-360.

Karl, K. A., O’Leary-Kelly, A. M., & Martocchio, J. J. (1993). The impact of feedback and self-efficacy on performance in training. Journal of Organizational Behavior, 14(4), 379-394.

Kitsantas, A. (2000). The role of self-regulation strategies and self-efficacy perceptions in successful weight loss maintenance. Psychology and Health, 15(6), 811-820.

Kitsantas, A., & Zimmerman, B. J. (2002). Comparing self-regulatory processes among novice, non-expert, and expert volleyball players: A microanalytic study. Journal of Applied Sport Psychology, 14(2), 91-105.

Kitsantas, A., & Zimmerman, B. J. (2006). Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards. Meta-cognition and Learning, 1(3), 201-212.

Kitsantas, A., Zimmerman, B. J., & Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92(4), 811-817.

Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2012). The effects of self-talk and goal setting on self-regulation of learning a new motor skill in physical education. International Journal of Sport and Exercise Psychology, 10(3), 221-235.

Kolovelonis , A., Goudas, M., Hassandra, M., & Dermitzaki, I. (2012). Self-regulated learning in physical education: Examining the effects of emulative and self-control practice. Psychology of Sport and Exercise, 13(4), 383–389.

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Latham, G. P., & Budworth, M. (2006). The effect of training in verbal self-guidance on the self-efficacy and performance of Native North Americans in the selection interview. Journal of Vocational Behavior, 68(3), 516-523.

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Latham, G. P., & Saari, L. M. (1979). The application of social learning theory to training supervisors through behavior modeling. Journal of Applied Psychology, 64(3), 239-246.

Lauzier, M., & Haccoun, R. R. (2014). The interactive effect of modeling strategies and goal orientations on affective, motivational, and behavioral training outcomes. Performance Improvement Quarterly, 27(2), 83-102.

Law, G. C., Neihart, M., & Dutt, A. (2018). The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder. The International Journal of Research and Practice, 22(4), 424-439.

Leigh, T. W. (1987). Cognitive selling scripts and sales training. The Journal of Personal Selling and Sales Management, 7(2), 39-48.

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Martocchio, J. J., & Dulebohn, J. (1994). Performance feedback effects in training: The role of perceived controllability. Personnel Psychology, 47(2), 357-373.

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McCullagh, P. (1986). Model status as a determinant of observational learning and performance. Journal of Sport Psychology, 8(4), 319-331.

McCullagh, P., & Meyer, K. N. (1997). Learning versus correct models: Influence of model type on the learning of a free-weight squat lift. Research Quarterly for Exercise and Sport, 68(1), 56-61.

McEvoy, G. M., & Cragun, J. R. (1987). Management skill building in an organizational behavior course. The Organizational Behavior Teaching Review, 11(4), 60-73.

McFall, R. M., & Twentyman, C. T. (1973). Four experiments on the relative contributions of rehearsal, modeling, and coaching to assertion training. Journal of Abnormal Psychology, 81(3), 199-218.

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Mills, G. E., & Pace, R. W. (1989). What effects do practice and video feedback have on the development of interpersonal communication skills? Journal of Business Communication, 26(2), 159-76.

Min, H.-T. (2016). Effect of teacher modeling and feedback on EFL students’ peer review skills in peer review training. Journal of Second Language Writing, 31(3), 43–57.

Morin, L., & Latham, G. P. (2000). The effect of mental practice and goal setting as a transfer of training intervention on supervisors’ self‐efficacy and communication skills: An exploratory study. Applied Psychology, 49(3), 566-578.

Murthy, N. N., Challagalla, G. N., Vincent, L. H., & Shervani, T. A. (2008). The impact of simulation training on call center agent performance: A field-based investigation. Management Science, 54(2), 384-399.

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Nunns, C. G., & Bluen, S. D. (1992). The impact of behavior modeling training on self-reports of White supervisors in two South African mines. Journal of Applied Behavioral Science, 28(3), 433-444.

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Rhodenizer, L., Pharmer, J., Bowers, C. A., & Bergondy, M. (1998). The use of augmentation in modeling displays. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 42(20), 1378-1382.

Robertson, I. T., Bell, R., & Sadri, G. (1991). Behaviour modelling training: the effect of variations in retention processes. Personnel Review, 20(4), 25-28.

Rogers, D. A., Regehr, G., & MacDonald, J. (2002). A role for error training in surgical technical skill instruction and evaluation. The American Journal of Surgery, 183(3), 242-245.

Schanks, D., Brydges, R., Den Brok, W., Nair, P. & Hatala, R. (2013). Are two heads better than one? Comparing dyad and self-regulated learning in simulation training. Medical Education, 47(12), 1215-1222.

Shantz, A., & Latham, G. P. (2012). Transfer of training: Written self‐guidance to increase self‐efficacy and interviewing performance of job seekers. Human Resource Management, 51(5), 733-746.

Shea, C. H., Wulf, G., & Whitacre, C. (1999). Enhancing training efficiency and effectiveness through the use of dyad training. Journal of Motor Behavior, 31(2), 119-125.

Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91(2), 251-260.

Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18(3), 337-354.

Schunk, D. H., & Swartz, C. W. (1993). Writing strategy instruction with gifted students: Effects of goals and feedback on self‐efficacy and skills. Roeper Review, 15(4), 225-230.

Schwoerer, C. E., May, D. R., Hollensbe, E. C., & Mencl, J. (2005). General and specific self-efficacy in the context of a training intervention to enhance performance expectancy. Human Resource Development Quarterly, 16(1), 111-129.

Shantz, A., & Latham, G. P. (2012). Transfer of training: Written self-guidance to increase self-efficacy and interviewing performance of job seekers. Human Resource Management, 51(5), 733-746.

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Smith-Jentsch, K.A., Jentsch, F., Payne, S.C., & Salas, E. (1996). Can pretraining experiences explain individual differences in learning? Journal of Applied Psychology, 81(1), 110-116.

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Sookhai, F., & Budworth, M.H. (2010). The trainee in context: Examining the relationship between self-efficacy and transfer climate for transfer of training. Human Resource Development Quarterly, 21(3), 257-272.

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