Self-regulation, self-control, and management training transfer

Hugo M. Kehr, Petra Bles, Lutz Von Rosenstiel

Research output: Contribution to journalArticlepeer-review

17 Scopus citations


Kuhl (1996, Enzyklopädie der Psychologie, Serie Motivation und Emotion, Bd. 4, Motivation, Volition und Handlung (pp. 665-765). Göttingen: Hogrefe) differentiates between two modes of action control: self-regulation and self-control. The purpose of the present study is to investigate the relevance of self-regulation and self-control in management training transfer. Three hypotheses were derived from Kuhl's theory. The first is that self-regulators remember intentions better than self-controllers. The second is that self-regulation is associated with positive emotions, whereas self-control is associated with negative emotions. The final hypothesis is that self-regulation increases the success of training transfer, whereas self-control impedes the success of training transfer. To test these hypotheses, a longitudinal field study was conducted with 82 managers participating in two 2-day training sessions. Self-regulation and self-control were measured at the outset of the training session using the Volitional Components Inventory (VCI) (Kuhl & Fuhrmann, 1998, Lifespan perspectives an motivation and control (pp. 15-49). Hillsdale; NJ: Erlbaum). The dependent variables - intention memory, emotions, intention realization, and criteria fulfillment - were assessed three months after the course. The results corroborate Hypotheses 1 and 2; partial support was found for Hypothesis 3. Discussing these results, several suggestions for improving managers' self-regulation are proposed.

Original languageEnglish
Pages (from-to)487-498
Number of pages12
JournalInternational Journal of Educational Research
Issue number6
StatePublished - 1999
Externally publishedYes


  • Management training
  • Self-control
  • Self-regulation
  • Training transfer
  • Volition


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