A cross-level units-of-analysis approach to individual differences in skill acquisition

Abstract

A recent multiple-stage model posits that the individual-difference factors influencing performance vary depending on skill acquisition stage (P. L. Ackerman; 1989, 1990). In the current study, the authors examine the effect of ability in early skill acquisition and extend earlier research by examining the roles of self-efficacy and task familiarity. Furthermore, learning-curve modeling with multilevel models is used to alleviate prior analytical problems. 115 Ss performed an air traffic control simulation task. Nonlinear learning-curve parameters were estimated for each S using a negative exponential model (D. R. Rogosa and J. B. Willett, 1985). Cognitive ability, self-efficacy, and task familiarity were then used to predict learning-curve parameters: learning-rate constant and asymptotic performance. Results revealed that ability, self-efficacy, and familiarity predicted the learning-rate constant, whereas self-efficacy predicted asymptotic performance. (PsycInfo Database Record (c) 2025 APA, all rights reserved)