title: Error framing effects on performance: cognitive, motivational, and affective pathways.
abstract: Our purpose was to examine whether positive error framing, that is, making errors salient and cuing individuals to see errors as useful, can benefit learning when task exploration is constrained. Recent research has demonstrated the benefits of a newer approach to training, that is, error management training, that includes the opportunity to actively explore the task and framing errors as beneficial to learning complex tasks (Keith & Frese, 2008). Other research has highlighted the important role of errors in on-the-job learning in complex domains (Hutchins, 1995). Participants (N = 168) from a large undergraduate university performed a class scheduling task. Results provided support for a hypothesized path model in which error framing influenced cognitive, motivational, and affective factors which in turn differentially affected performance quantity and quality. Within this model, error framing had significant direct effects on metacognition and self-efficacy. Our results suggest that positive error framing can have beneficial effects even when tasks cannot be structured to support extensive exploration. Whereas future research can expand our understanding of error framing effects on outcomes, results from the current study suggest that positive error framing can facilitate learning from errors in real-time performance of tasks.
authors.forename: Debra
authors.initials: D
authors.lastname: Steele-Johnson
authors.forename: Zachary T
authors.initials: ZT
authors.lastname: Kalinoski
mesh_terms: D000339:Affect; D003071:Cognition; D003463:Cues; D005260:Female; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D007721:Knowledge of Results, Psychological; D007858:Learning; D008297:Male; D015146:Midwestern United States; D008960:Models, Psychological; D009042:Motivation; D020377:Self Efficacy; D055815:Young Adult