Purpose

Errors are increasingly recognized as beneficial to the learning process and are more frequently integrated into training curriculums. Despite this growing interest, the work carried out so far offers little evidence highlighting the psychological qualities implicit in learning from error. By focussing on the role of specific trainee’s attributes [i.e. learning goal orientation (LGO) motivation to learn and metacognition], this study aims to better understand the reasons why some trainees benefit more (than others) from being confronted with errors during training.

Design/methodology/approach

A total of 142 trainees took part in this study by participating in a training on interviewing techniques that also exposed them to various committable errors, and by completing questionnaires at two different times (i.e. before and after training).

Findings

Results of bootstrap regression analysis highlights three main findings: LGO is positively linked to learning from errors; a significant portion of the link between LGO and learning from error is explained by motivation to learn and metacognition; and these effects are presented in the form of a double-mediated model which suggests two different explanatory pathways (i.e. motivational and cognitive).

Originality/value

To the best of the authors’ knowledge, this study is among the first to offer insight on the psychological attributes influencing learning from errors and to bring forward the role of two underlying mechanism that are linked to this specific type of learning. It also invites researchers and practitioners to reflect on the best ways to make use of errors in training and promote the value of personal attributes on trainees’ learning experience.

中文翻译：

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将学习目标导向与从错误中学习联系起来：学习动机和元认知的中介作用

目的

错误越来越多地被认为对学习过程有益，并且更频繁地被纳入培训课程。尽管人们对此越来越感兴趣，但迄今为止开展的工作几乎没有提供任何证据来强调从错误中学习所隐含的心理素质。通过关注特定受训者属性 [即学习目标定向 (LGO) 学习动机和元认知] 的作用，本研究旨在更好地理解为什么一些受训者（比其他人）在培训期间面对错误时受益更多的原因。

设计/方法/途径

共有 142 名受训者参加了这项研究，他们参加了面试技巧培训，也让他们接触了各种可能犯的错误，并在两个不同的时间（即培训前和培训后）完成了问卷调查。

发现

自举回归分析的结果突出了三个主要发现： LGO 与从错误中学习正相关；LGO 和从错误中学习之间的联系的很大一部分可以用学习动机和元认知来解释；这些影响以双介导模型的形式呈现，该模型提出了两种不同的解释途径（即动机和认知）。

原创性/价值

据作者所知，这项研究是最早对影响从错误中学习的心理属性提供见解并提出与这种特定类型的学习相关的两种潜在机制的作用的研究之一。它还邀请研究人员和从业者反思利用培训中的错误的最佳方法，并提升个人属性对受训者学习体验的价值。