Trainen met de sociaal-cognitieve theorie

Sinds de jaren zeventig hebben veel wetenschappers de sociaal-cognitieve theorie van Albert Bandura gebruikt om te onderzoeken hoe trainen werkt en hoe je trainingsmethoden effectiever kunt maken. Op deze pagina vertellen we daar meer over.

  • Onder het kopje ‘webinars’ vind je twee opnames. Eén waarin Karin de Galan vertelt welke lessen wij trekken uit de leerpsychologie. En éen waarin Karin vertelt waarom wij het model van Kolb verruild hebben voor de theorie van Bandura.
  • Onder het kopje ‘blogs’ vind je een overzicht van de blogs die we hebben geschreven over de sociaal-cognitieve theorie.
  • Onder het kopje ‘overzichtsartikelen’ vind je een lijst van boeken en artikelen die uitleggen hoe de sociaal-cognitieve theorie aankijkt tegen leren en trainen.
  • Onder het kopje ‘onderzoeksartikelen’ vind je ruim 150 artikelen over experimenten waarin de sociaal-cognitieve theorie is toegepast op trainingssituaties.

1. Webinars

2. Blogs

3. Overzichtsartikelen

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.

4. 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.

Kubany, E. S., & Sloggett, B. B. (1991). Attentional factors in observational learning: Effects on acquisition of behavior management skills. Behavior Therapy, 22(3), 435-448.

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.

Latham, G. P., & Frayne, C. A. (1989). Self-management-training for increasing job attendance: A follow-up and a replication. Journal of Applied Psychology, 74(3), 411-416.

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.

Lustig, J. L., Ozer, E. M., Adams, S. H., Wibbelsman, C. J., Fuster, C. D., Bonar, R. W., Irwin, C. E. (2001). Improving the delivery of adolescent clinical preventive services through skills-based training. Pediatrics, 107(5), 1100-1107.

Mann, D. D., & Eland, D. C. (2005). Self-efficacy in mastery learning to apply a therapeutic psychomotor skill. Perceptual and Motor Skills, 100(1), 77-84.

Mann, R. B., & Decker, P. J. (1984). The effect of key behavior distinctiveness on generalization and recall in behavior modeling training. Academy of management journal, 27(4), 900-910.

Martocchio, J. J. (1994). Effects of conceptions of ability on anxiety, self-efficacy, and learning in training. Journal of Applied Psychology, 79(6), 819-825.

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

Mathieu, J. E., & Leonard, R. L. (1987). Applying utility concepts to a training program in supervisory skills: A time-based approach. Academy of Management Journal, 30(2), 316-335.

May, G. L, & Kahnweiler, W. M. (2000). The effect of a mastery practice design on Learning and transfer in behavior modeling training. Personnel Psychology, 53(2), 353-373.

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.

Millman, Z., & Latham, G. P. (2001). Increasing re-employment through training in verbal self-guidance. In M. Erez, U. Kleinbeck, & H. K. Thierry (Eds.), Work motivation in the context of a globalizing economy (pp. 87-97). Hillsdale, NJ: Lawrence Erlbaum.

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.

Nadler, J., Thompson, L., & van Boven, L. (2003). Learning negotiation skills: Four models of knowledge creation and transfer. Management Science, 49(4), 529-540.

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.

Ozer, E. M., & Bandura, A. (1990). Mechanisms governing empowerment effects: A self-efficacy analysis. Journal of Personality and Social Psychology, 58(3), 472-486.

Porras, J. I., & Anderson, B. (1981). Improving managerial effectiveness through modeling-based training. Organizational dynamics, 9(4), 60-77.

Porras, J. I., Hargis, K., Patterson, K. J., Maxfield, D. G., Roberts, N., & Bies, R. J. (1982). Modeling-based organizational development: A longitudinal assessment. Journal of Applied Behavioral Science, 18(4), 433-446.

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.

Simon, S. J. (2000). The relationship of learning style and training method to end-user computer satisfaction and computer use: A structural equation model. Information Technology, Learning, and Performance Journal, 18(1), 41-59.

Simon, S. J., Grover, V., Teng, J. T. C., & Whitcomb, K. (1996). The relationship of information system training methods and cognitive ability to end-user satisfaction, comprehension, and skill transfer: a longitudinal field study. Information Systems Research, 7(4) 466-490.

Simon, S. J., & Werner, J. M. (1996). Computer training through behavior modeling, self-paced, and instructional approaches: A field experiment. Journal of Applied Psychology, 81(6), 648-659.

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