An exploratory study of examining students’ expectations of training in a laboratory class: Factor analysis of affective heuristic features

References

• Allen, J. M., & Smith, C. L. (2008). Faculty and student perspective on advising: Implications for student dissatisfaction. Journal of College Student Development, 49(6), 609–624.
   Web of Science ®Google Scholar
• Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of Marketing Education, 28(3), 254–264.
   Google Scholar
• Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute, University of California.
   Google Scholar
• Baldwin, T. T., Magjuka, R. J., & Loher, B. T. (1991). The perils of participation: Effects of choice of training on trainee motivation and learning. Personnel Psychology, 44(1), 51–67.
   Web of Science ®Google Scholar
• Bates, D. L., & Davis, T. J. (2010). The application bridge: a model for improving trainee engagement in the training process. International Journal of Management, 27(3), 770–778.
   Google Scholar
• Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141–170.
   Web of Science ®Google Scholar
• Biersner, R. J., Ryman, D. H., & Rahe, R. H. (1977). Physical, psychological, blood serum, and mood predictors of success in preliminary underwater demolition team training. Military Medicine, 142(3), 215–219.
   PubMed Web of Science ®Google Scholar
• Buchanan, B. (1974). Building organizational commitment: The socialization of managers in work organizations. Administrative Science Quarterly, 19(4), 533–546.
   Web of Science ®Google Scholar
• Cassotti, M., Houdé, O., Moutier, S., Habib, M., Poirel, N., & Aïte, A. (2012). Positive emotional context eliminates the framing effect in decision-making. Emotion, 12(5), 926–931.
   Google Scholar
• Chonko, L. B., Tanner, J. F., & Davis, R. (2002). What are they thinking? Students' expectations and self-assessments. Journal of Education for Business, 77(5), 271–281.
   Google Scholar
• Clemenz, C. E. (2001). Measuring perceived quality of training in the hospitality industry. (Unpublished doctoral dissertation). Blacksburg, VA: Virginia Polytechnic Institute and State University.
   Google Scholar
• Clemenz, C. E., & Weaver, P. A. (2003). Dimensions of perceived training quality. A Comparison of Measurements. Journal of Quality Assurance in Hospitality and Tourism, 4(1-2), 47–70.
   Google Scholar
• Clemenz, C. E., Weaver, P. A., Han, J., & McCleary, K. W. (2004). Categories of participants based on their expectations of instructor-led training. Journal of Quality Assurance in Hospitality and Tourism, 4(3–4), 135–148.
   Google Scholar
• DeBello, T. C. (1990). Comparison of eleven major learning styles models: Variables, appropriate populations, validity of instrumentation and the research behind them. Journal of Reading, Writing, and Learning Disabilities, 6(3), 203–222.
   Google Scholar
• Dommeyer, C. J., Gross, B. L., & Ackerman, D. S. (2016). An exploratory investigation of college students' views of marketing internships. Journal of Education for Business, 91(8), 412–419.
   Web of Science ®Google Scholar
• Dunnette, M. D., Arvey, R. D., & Banas, P. A. (1973). Why do they leave? Personnel, 50, 25–39.
   Google Scholar
• Durocher, J. F., & Gooman, R. J. Jr. (1991). Training-program expectations. A Conundrum. Cornell Hotel and Restaurant Administration Quarterly, 32(2), 76–79.
   Google Scholar
• Eyler, J. (2009). The power of experiential education. Liberal Education, 95(4), 24–31.
   Google Scholar
• Feldman, D. C. (1989). Socialization, resocialization, and training: Reframing the research agenda. In I. L. Goldstein (Ed.), Training and development in organizations (pp. 376–416). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Gagne, R. M., & Briggs, L. J. (1979). Principles of instructional design, (2nd ed.). New York, NY: Holt, Rinehart, & Winston.
   Google Scholar
• Gagne, R. M., & Dick, W. (1983). Instructional psychology. Annual Review of Psychology, 34(1), 261–295.
   Google Scholar
• Gorman, P. (2004). Motivation and Emotion. London, UK: Routledge.
   Google Scholar
• Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: an important yet under-researched field. Oxford Review of Education, 40(3), 370–388.
   PubMed Web of Science ®Google Scholar
• Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis, (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Hergenhahn, B. R., & Olson, M. H. (2005). An Introduction to Theories of Learning (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Hicks, W. D., & Klimoski, R. J. (1987). Entry into training programs and its effects on training outcomes: A field experiment. Academy of Management Journal, 30(3), 542–552.
   Web of Science ®Google Scholar
• Hoiberg, A., & Berry, N. H. (1978). Expectations and perceptions of navy life. Organizational Behavior and Human Performance, 21, 130–145. doi:10.1016/0030-5073(78)90045-4
   Google Scholar
• Honey, P., & Mumford, A. (1992). The manual of learning styles. Maidenhead, UK: Peter Honey Publications.
   Google Scholar
• Jarvis, P. (2006). Towards a comprehensive theory of human learning, lifelong learning and the learning society. London, UK: Routledge.
   Google Scholar
• Katzell, M. E. (1968). Expectations and dropouts in schools of nursing. The Journal of Applied Psychology, 52(2), 154–157.
   PubMed Web of Science ®Google Scholar
• Lobo, A., & Gurney, L. (2014). What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses. Journal of Further and Higher Education, 38(5), 730–754.
   Google Scholar
• Mathieu, J. E., Tannenbaum, S. I., & Salas, E. (1992). Influences of individual and situational characteristics on measures of training effectiveness. Academy of Management Journal, 35(4), 828–847.
   Web of Science ®Google Scholar
• McElroy, T., & Seta, J. J. (2003). Framing effects: An analytic–holistic perspective. Journal of Experimental Social Psychology, 39(6), 610–617.
   Web of Science ®Google Scholar
• Montalvo, G. P., Mansfield, E. A., & Miller, R. B. (2007). Liking or disliking the teacher: Student motivation, engagement and achievement. Evaluation & Research in Education, 20(3), 144–158.
   Google Scholar
• Noe, R. A. (1986). Trainees’ attributes and attitudes: Neglected influence on training effectiveness. Academy of Management Review, 11(4), 736–749.
   Web of Science ®Google Scholar
• Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations (2nd ed). New York, NY: Routledge.
   Google Scholar
• Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers and Education, 54(1), 222–229.
   Web of Science ®Google Scholar
• Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1985). A conceptual model of service quality and its implications for future research. Journal of Marketing, 49(4), 41–50.
   Web of Science ®Google Scholar
• Ross, I. C., & Zander, A. (1957). Need satisfaction and employee turnover. Personnel Psychology, 10(3), 327–338.
   Web of Science ®Google Scholar
• Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (2002). The affect heuristic. In T. Gilovich, D. Griffin & D. Kahneman (Eds.), Heuristics and biases: The psychology of intuitive judgment (pp. 397–420). New York, NY: Cambridge University Press.
   Google Scholar
• Steers, R. M. (1977). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22(1), 46–56.
   PubMed Web of Science ®Google Scholar
• Tannenbaum, S. I., Mathieu, J. E., Salas, E., & Cannon-Bowers, J. A. (1991). Meeting trainees’ expectations: The influence of training fulfillment on the development of commitment, self-efficacy and motivation. Journal of Applied Psychology, 76(6), 759–769.
   Web of Science ®Google Scholar
• Tannenbaum, S. I., & Yukl, G. A. (1992). Training and development in work organizations. Annual Review of Psychology, 43(1), 399–441.
   Web of Science ®Google Scholar
• Tracey, J. B., & Tews, M. J. (1995). Training effectiveness. Cornell Hotel and Restaurant Administration Quarterly, 36(6), 36–42.
   Google Scholar
• van der Zee, T., Hermans, C., & Aarnoutse, C. (2008). Influence of students' characteristics and feelings on cognitive achievement in religious education. Educational Research and Evaluation, 14(2), 119–138. doi:10.1080/13803610801956630
   Google Scholar