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Title: Don’t bother me: Learning as a function of task autonomy and cognitive demands
Author(s): Wielenga-Meijer, E.G.A. ; Taris, T.W. ; Wigboldus, D.H.J. ; Kompier, M.A.J.
Publication year: 2012
Source: Human Resource Development International, vol. 15, iss. 1, (2012), pp. 5-23
ISSN: 1367-8868
DOI: http://dx.doi.org/10.1080/13678868.2011.646898
Publication type: Article / Letter to editor

Please use this identifier to cite or link to this item : http://hdl.handle.net/2066/102453   http://hdl.handle.net/2066/102453

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Subject: Behaviour Change and Well-being
Work, Health and Performance
Organization: SW OZ BSI AO
SW OZ BSI SCP
Journal title:
Human Resource Development International
Volume: vol. 15
Issue: iss. 1
Page start: p. 5
Page end: p. 23
Abstract:
This study examined why various levels of task autonomy differ in their learning outcomes. We conducted an experimental study in which 119 undergraduate students learned a computer task. During the learning phase, (no versus moderate versus full) autonomy and (cognitively undemanding versus cognitively demanding interruptions) demands were manipulated in a 3 × 2 between-participants design. The results showed that in the no and full autonomy conditions, receiving cognitively demanding interruptions decreased learning outcomes compared to receiving cognitively undemanding interruptions. However, having moderate autonomy resulted in equally positive learning outcomes in both cognitive demands conditions. Thus, having autonomy while learning a new task is essential; however, having too much autonomy may lead to adverse learning outcomes when cognitive demands are high.

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