Cite this article：
Röseler, S., Hilbert, M., Hertel, G. et al. Getting the Most Out of Every Training Day: The Influence of Instructors on Self-Regulated Learning During Firefighter Leadership Courses. Int J Disaster Risk Sci (2024). https://doi.org/10.1007/s13753-024-00560-y
充分利用每一个培训日：教员对消防员领导力课程中自我调节学习的影响
Stefan Röseler, Micha Hilbert, Guido Hertel & Meinald T. Thielsch
摘要：
消防部门的领导力课程极具挑战性，可能会让受训者精疲力竭，阻碍他们的自我调节学习的努力（例如，设定目标、集中注意力、寻求反馈）。本文的理论是，失败或超负荷的经历会减少受训者在后续培训日的可用精力资源，这反过来又会影响受训者的学习努力。鉴于教员在领导力课程中的核心作用，本文假设教员的支持性和谦逊行为会减少失败和超负荷的体验，从而增加自我调节的学习。此外，本文还认为，教员的支持性行为可能会放大高精力资源的积极影响，而谦逊的行为则可能会减轻低精力资源的负面影响。本文对参加德国一所消防学院为期两周的领导力课程的118名消防员进行了预先登记的假设检验。学员们在每天上课前和下课后填写了简短的网络问卷。多层次分析研究结果证实，感知到的日常支持性和谦虚的教员行为可以预测学员报告的日常自我调节学习活动。值得注意的是，这种影响与学员报告的上午精力资源的积极影响无关。教员的支持和谦逊行为并不能调节精力资源的影响。研究结果表明，在具有挑战性的培训条件下，教员在促进有效学习方面发挥着至关重要的作用。此外，本文还为经常与下属一起进行培训的消防部门领导提供了启示。
关键词：
日志研究；消防部门；教员行为；领导力培训；资源投资
Getting the Most Out of Every Training Day: The Influence of Instructors on Self-Regulated Learning During Firefighter Leadership Courses
Stefan Röseler, Micha Hilbert, Guido Hertel & Meinald T. Thielsch
Abstract：
Leadership courses in the fire services are highly challenging, and they can seriously exhaust trainees and hamper their self-regulated learning efforts (for example, setting goals, focusing attention, seeking feedback). We theorize that experiences of failure or overload can curtail trainees’ available energy resources on subsequent training days, which, in turn, should affect trainees’ learning efforts. Given instructors’ central role in leadership courses, we hypothesize that supportive and humble instructor behaviors decrease experiences of failure and overload and, thus, increase self-regulated learning. Moreover, we argue that supportive instructor behavior may amplify the positive effects of high energy resources, while humble behavior may alleviate the negative impact of low resource levels. We tested preregistered hypotheses with 118 firefighters participating in two-week leadership courses at a German fire academy. The participants completed short web-based questionnaires before and after classes each day. Multilevel analyses confirmed that perceived daily supportive and humble instructor behavior predicted trainees’ reports of daily self-regulated learning activity. Notably, this effect was independent from positive effects of trainees’ reported energy resources in the morning. Supportive and humble behavior did not moderate the effect of energy resources. Our findings suggest that instructors play a crucial role in facilitating effective learning under challenging training conditions. Furthermore, we offer implications for leaders in fire services, who often conduct trainings with their subordinates.
Keywords：
Diary study, Fire services, Instructor behavior, Leadership training, Resource investment
文章链接：
https://link.springer.com/article/10.1007/s13753-024-00560-y#Abs1
