In this exploratory, correlational study the authors set out to demonstrate the relationships as well as inter-correlations among direct and indirect performance measures, along with measures of knowledge of cognition, and evaluation of cognition. The information helps inform manager learning and development. The purpose of this paper is twofold: first, primary purpose, to identify linkages of performance with individual’s efforts to improve their learning processes via metacognition; and second, secondary purpose, primarily for the benefit of practitioners, is the provision of detailed information regarding performance measures and practical measures of metacognition.
The study made use of correlation analysis among performance measures and measures of metacognitive effort. The design is not intended to support cause and effect relationships, nor demonstrate the technical, predictive value of measures.
A majority of associations among indirect performance measures with one another and with nearly all of the measures of knowledge of cognition, and evaluation of cognition were positive and significant (mostly at the 0.01 level). Findings offer broad support for the linkage of self-efficacy (SE), and core self-evaluation (CSE) with performance.
Relationships identified in this study may help practitioners alter and improve their practices/methods of identifying individuals who possess attributes that are highly related to performance and learning. The new knowledge may influence decisions about recruitment, selection and training.
Little research has focused on relationships among indirect performance indicators such as SE, CSE and established measures of metacognition. The present study helps to identify important relationships.
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