The active learning hypothesis of the job-demand-control model: An experimental examination

Examined the active learning hypothesis of the job demand control (JDC) model. 81 college students participated in an experimental office workplace simulation with varying demands and control levels. A posttest, in which participants continued working at their task, but without any manipulation of demands and control, was used to determine active learning transfer effects in an unconfounded fashion. Results revealed that high demands had a positive effect on quantitative performance without affecting task accuracy. However, a high control level resulted in a speed-accuracy tradeoff with subjects working slower in high control conditions, but with greater accuracy than participants in the low control conditions. In conclusion, while the positive main effect of high demands on quantitative performance support the active learning hypothesis of the JDC model, the mixed effects for control somewhat contradict this.

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