Hostname: page-component-77c78cf97d-bzm8f Total loading time: 0 Render date: 2026-04-23T21:56:16.786Z Has data issue: false hasContentIssue false
  • English
  • Français

Does Learning Agility Vary Primarily at the Between- or Within-Person Level of Analysis?

Published online by Cambridge University Press:  07 January 2015

James W. Beck
James W. Beck*
Affiliation:
University of Minnesota
*
E-mail: beckjam2@gmail.com, Address: Psychology Department, University of Waterloo, 200 University Avenue West, Waterloo, Ontario, Canada N2L 3G1
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Information

Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 5 , Issue 3 , September 2012 , pp. 312 - 315
Copyright
Copyright © Society for Industrial and Organizational Psychology 2012 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

I'd like to thank Winny Shen and Phil Walmsley for their helpful comments.

References

Beck, J. W., & Schmidt, A. M. (2011, April). A longitudinal study of goal orientations, time pressure, and performance. Poster presented at the 26th Annual Conference of the Society for Industrial and Organizational Psychology, Chicago, IL.Google Scholar
Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93, 296–316. Google Scholar
Cooper, H., & Patall, E. A. (2009). The relative benefits of meta-analysis conducted with individual participant data versus aggregated data, Psychological Methods, 14, 165–176. Google Scholar
DeRue, D. S., Ashford, S. J., & Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5, 258–279.Google Scholar
Fleeson, W. (2001). Toward a structure- and process-integrated view of personality: Traits as density distributions of states. Journals of Personality and Social Psychology, 80, 1011–1027. Google Scholar
Fleeson, W., & Gallagher, P. (2009). The implications of Big Five standing for the distribution of trait manifestation in behavior: Fifteen experience-sampling studies and a meta-analysis. Journal of Personality and Social Psychology, 97, 1097–1114. Google Scholar
Jagacinski, C. M., Kumar, S., Boe, J. L., Lam, H., & Miller, S. A. (2010). Changes in achievement goals and competence perceptions across the college semester. Motivation and Emotion, 34, 191–204. Google Scholar
Keith, N., & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of Applied Psychology, 90, 677–691. Google Scholar
Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178–181. Google Scholar
Schmidt, A. M., & Ford, J. K. (2003). Learning within a learner control training environment: The interactive effects of goal orientation and metacognitive instruction on learning outcomes. Personnel Psychology, 56, 405–429. Google Scholar
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137, 421–442. Google Scholar
Yeo, G., Loft, S., Xiao, T., & Kiewitz, C. (2009). Goal orientations and performance: Different relationships across levels of analysis and as a function of task demands. Journal of Applied Psychology, 94, 710–726. Google Scholar