Search and Find
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Knowledge and Action
of: Dieter Frey, Heinz Mandl, Lutz von Rosenstiel (Eds.)
Hogrefe Publishing, 2006
ISBN: 9781616762995 , 204 Pages
Format: PDF, Read online
Copy protection: DRM
Table of Contents
6
Introduction
8
Knowledge and action: How these concepts are used
8
Summary
12
The Role of Implemental Versus Deliberative Mindsets in Goal-Setting and Goal-Directed Persistence
14
The action phase model
14
The induction of mindsets and moderating conditions for mindset effects
16
Goal setting and goal-directed persistence in implemental and deliberative mindsets
17
Predicting task accomplishment times and setting time goals
17
Study 1: Writing a report in time
18
Study 2: Studying for an exam
20
Study 3: Completing personal assignments
20
Persistence in pursuing a goal
21
Study 4: Solving an intricate puzzle
21
Study 5: Estimating figure sizes
23
General discussion
26
References
27
Biased Information Seeking After Decisions
30
Dissonance theory research on selective exposure
31
Information search in the context of the multiple-motive heuristic systematic model (HSM)
32
Studies on defense motivation
33
Defense motivation and the preference for supporting information
33
Defense motivation and the preference for conflicting information
38
Studies on impression motivation
39
Impression motivation and the preference for supporting information
40
Studies on Accuracy Motivation
42
Accuracy motivation and the preference for conflicting information
43
Accuracy motivation and the preference for supporting information
45
Conclusion and Summary
51
References
53
Fostering Reflection in the Training of Speech- Receptive Action
60
Soft skills – fostering of speech-receptive action
60
Theoretical models of reflection
63
Reflective inquiry: Dewey’s pragmatic view of reflection
64
Self-regulated learning: Vygotsky’s sociolinguistic perspective on reflection
65
Reflective practitioner: Schön’s communicative view of reflection
66
Summary of the three theories on reflection
66
Instructional conditions for a training of reflection
67
Principles of situated learning approaches
67
Role modeling as a method for fostering reflection
68
Use of new media for the training of reflection
68
Reflection as a tool for changing soft skills with software
70
Searching for ways to foster reflection: Two empirical studies
78
Final remarks
86
References
87
The Implications of Veridical Causal Knowledge for the Functionality of Reactions
94
Antecedents of causal attributions
94
Emotional and behavioral consequences of causal attributions
95
The relation between attributional models of motivation and conceptions of the antecendents of causal inferences
95
Empirical tests of the integrative model
98
Summary and final discussion
105
References
106
Self-Management Training (SMT)
110
Introduction
110
A short literature review
111
The compensatory model of work motivation and volition
113
Implicit and explicit motive systems
114
Deriving the concept of self-management training (SMT) from the model
118
Training procedure
121
The six SMT modules in detail
123
Conclusion
135
References
136
The Actiotope
150
Introduction
150
The concept of an actiotope
151
A research program based on the actiotope approach
153
An actiotope based analysis of the situation faced by girls
153
Training studies to improve the actiotope
160
Conclusions
172
Suggested Readings
173
References
174
Knowledge – Experience – Action
182
Introduction
182
The study
190
Discussion
199
References
201
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