모델링 훈련이 자기유능감과 과업성과에 미치는 영향

The influence of modeling training methods on self-efficacy and performance during training for solving questions about theoretical electronic accounting was explored in the context of a field experiment involving 64 university sophomores. Participants in modeling training reported significantly higher post-training self-efficacy scores than those in control condition. Participants in modeling training significantly outperformed those in control group on numbers of correct answer. Additionally, the relationship between self-efficacy and work-related performance was examined. A correlation analysis indicated not only a significant positive correlation between pre-training self-efficacy and pre-training examination score in no-training participants sample, but also a significant positive correlation between post-training self-efficacy and post-training examination score in training participants sample. But, the correlation between pre-training self-efficacy and pre-training examination scores in training participants sample was not significant. Results suggest that training design based on social learning theory would be effective. Social learning theory may provide a theoretical framework through which the effectiveness of certain training methods can be understood. One measure of the effective utilization of social learning theory in a modeling training would be to examine the design for its inclusion of process cues deemed to enhance attention, retention, motor reproduction, and motivation. The other measure of the effective use of social learning theory would be to examine self-efficacy as a training outcome.