Goal orientation and practice condition as predictors of training results

This study examines the training outcomes related to the interaction between the motivational factor of learning goal orientation and the situational factor of practice distribution. Participants in weekly (spaced) and residential (massed) labor education classes were assessed at the beginning of training for cognitive ability and learning goal orientation. At the end of training, declarative knowledge and task‐specific self‐efficacy were examined as outcomes. Contrary to expectations, it was found that individuals with high learning goal orientation had more positive outcomes in the massed practice course than in the spaced practice course.