Implications of Regulatory Focus Theory for Simulation and Experiential Learning

Authors

  • James Carlson
  • J. Duane Hoover
  • Ronald K. Mitchell

Abstract

This paper aims to explore and contribute to an understanding of how the psychological concept of self-regulatory focus (Higgins, 1997; 1998) is relevant to simulation and experiential learning in general, and classroom settings in particular. An overview of self-regulatory focus theory, which describes how people pursue pleasure and avoid pain, is presented. The implications of self-regulatory focus for setting goals and giving feedback are reviewed in light of previous findings related to motivation in each literature. Some practical applications and recommendations are offered for ABSEL educators. Overall, this paper asserts that ABSEL scholars would do well to be aware of the concept of self-regulatory focus in both the design and execution of simulation and experiential learning exercises.

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