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Publication year
2012Number of pages
19 p.
Source
Human Resource Development International, 15, 1, (2012), pp. 5-23ISSN
Publication type
Article / Letter to editor

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Organization
SW OZ BSI AO
SW OZ BSI SCP
Journal title
Human Resource Development International
Volume
vol. 15
Issue
iss. 1
Languages used
English (eng)
Page start
p. 5
Page end
p. 23
Subject
Behaviour Change and Well-being; Work, Health and PerformanceAbstract
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 x 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.
This item appears in the following Collection(s)
- Academic publications [227683]
- Electronic publications [107287]
- Faculty of Social Sciences [28418]
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