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Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research.
Abstract
This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.
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“In fact, conservative estimates posit that for adolescents and adults, academic motivation accounts for approximately 30% of learning, as well as the transfer and/or application of what has been learned (Colquitt, LePine, & Noe, 2000).”
From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as Colquitt, LePine, & Noe, 2000
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“An exception is a recent effort by Colquitt et al (2000) that has shed light on the underlying processes and variables involved in understanding training motivation throughout the training process.”
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“As one example, Colquitt et al. (2000) reported a mean corrected correlation of .84 between peer support and transfer, so it seems likely that this reported relationship is inflated to some extent because of SS/SMC.”
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“More specifically, learners’ degree of organization commitment, evidenced by rc .45 in Colquitt et al. (2000) and an impressive r .61 in Kontoghiorghes (2004), produces an interested learner who wants to gain and use new knowledge at work.”
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“…environment play an important role in facilitating the transfer of trained skills to the job and may attenuate the effectiveness of training (Colquitt et al., 2000; Facteau, Dobbins, Russell, Ladd, & Kudisch, 1992; Tannenbaum, Mathieu, Salas, & Cannon-Bowers, 1991; Tracey et al., 1995;…”
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“Finally, reviews by Colquitt et al. (2000) and Noe and Colquitt (2002) suggest that multiple organizational-level factors can affect trainees’ motivation to learn, which in turn can affect trainee learning.”
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“Using meta-analysis to evaluate alternate models of training, Colquitt, LePine, and Noe (2000) concluded that cognitive ability influenced the acquisition of declarative knowledge (job knowledge) and procedural knowledge (job skills).2 Skill acquisition mediated the relationship between cognitive…”
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“Strong evidence of the role of cognitive ability was found in an extensive meta-analysis based on two decades of training research (Colquitt et al., 2000).”
BackgroundMethodInfluentialEmotional intelligence, cognitive intelligence, and job performance
Côté, S., & Miners, C. T. H. (2006) · Administrative Science Quarterly · doi:10.2189/asqu.51.1.1 · Cited by 873
“Past research also suggests that conscientiousness is negatively related to aspects of learning such as acquiring skills and declarative knowledge (Martocchio and Judge, 1997; Colquitt, LePine, and Noe, 2000), which reveals a potential “dark side” to conscientiousness.”
BackgroundLePine, J. A., LePine, M. A., & Jackson, C. L. (2004) · Journal of Applied Psychology · doi:10.1037/0021-9010.89.5.883 · Cited by 877
Self-citationShort- and long-term benefits of cognitive training
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“Thus, consistent with a prior meta-analysis (32), preexisting ability does not seem to be a primary explanation for transfer differences.”
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“In empirical studies of general populations, internal locus of control has been found to be positively related to variables such as skill acquisition, transfer of training and job performance ( Colquitt, Lepine, and Noe, 2000 ), acceptance of organizational change (Wanberg and Banas, 2000), and positive job attitude f…”
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“While there is a tremendous amount of research examining training and learning processes, resulting in improved task performance (Colquitt et al., 2000; Sonnentag et al., 2004), little is known about how training impacts contextual and adaptive performance.”
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“However, the potential for moderators to affect the true nature of the effects proposed by path analysis is a real limitation and has been acknowledged in previous studies adopting the same approach (Carr et al., 2003; Colquitt & LePine, 2000; Schepers & Wetzels, 2007).”
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“Achievement motivation Colquitt, LePine, and Noe (2000) .27 .31”
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“Since the sample sizes differed across the cells, we had to determine an overall sample size, and we therefore used the harmonic mean to calculate the matrix sample size (Colquitt et al., 2000; Parker et al., 2003; Viswesvaran & Ones, 1995).”
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“Some of these characteristics include cognitive ability, locus of control, conscientiousness, achievement motivation, motivation to learn and to transfer, anxiety, self-efficacy, and valence (e.g. Colquitt et al., 2000; Mathieu et al., 1992; Noe, 1986).”
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“the extent to which an individual incorporates the learning into future behavior) (Colquitt et al., 2000).”
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“Colquitt, LePine, and Noe (2000) also found that individual characteristics had direct and indirect relationships with training motivation, learning levels, transfer of learning, and job performance.”
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“…and decision-making (Damasio 1994); strategic planning (Ledoux 1992); focus and attention (Derryberry and Tucker 1992); motivation and performance (Colquitt et al. 2000); intention (Frijda 1986); communication (Birdwhistle 1970; Ekman and Friesen 1975; Chovil 1991); and learning (Goleman 1995).”
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“…in organizations, influencing positively learning (Chen et al. 2000), cognitive, affective-motivational and behavioral training outcomes (Colquitt et al. 2000), and 7In addition, numerous studies continue to demonstrate the power of general mental ability and specific cognitive…”
BackgroundThe Economics and Psychology of Personality Traits
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“Colquitt, LePine, and Noe (2000) performed a meta-analysis of 256 studies to determine the psychological characteristics that are related to training motivation.”
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“) More recent studies indicated that today's organizations will face two oncoming trends, the increasing age of the workforce and the increasing introduction of new technologies, and suggested that training is especially critical, as the workplace introduces further new technologies, such as web-based operation, compu…”
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“However, Colquitt et al.’s (2000) meta-analysis did not find job involvement to be a significant predictor and they were unable to test organizational commitment due to an insufficient number of studies.”
BackgroundInfluentialBergh, D. D., Aguinis, H., Heavey, C., Ketchen, D. J., Boyd, B., Su, P., Lau, C., & Joo, H. (2014) · Strategic Management Journal · doi:10.1002/smj.2338 · Cited by 377
“(addressing different sample sizes across the cells), consistent with similar studies (e.g., Colquitt, LePine, and Noe, 2000; Earnest et al., 2011), we used the harmonic mean (2,216) for computing significance levels for the coefficients (Viswesvaran and Ones, 1995).”
ResultDynamic cross-cultural competencies and global leadership effectiveness
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Malleability, plasticity, and individuality: How children learn and develop in context1
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Thriving at work—A diary study
Niessen, C., Sonnentag, S., & Sach, F. (2012) · Journal of Organizational Behavior · doi:10.1002/job.763 · Cited by 315
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“…“perhaps one of the largest sources of error in meta-analyses is the multitude of judgment calls made at various stages of the research synthesis process” (p. 993), and Colquitt, LePine, and Noe (2000) referred to the “subjectivity and judgment calls inherent in meta-analytic efforts” (p. 685).”
BackgroundMethodEffectiveness of job search interventions: A meta-analytic review.
Liu, S., Huang, J. L. W., & Wang, M. (2014) · Psychological Bulletin · doi:10.1037/a0035923 · Cited by 329
“In their meta-analysis of training effectiveness, Colquitt et al. (2000) suggest that training improves both skill acquisition and task-related self-efficacy, and these two learning outcomes in turn lead to the use of more training content on the job (i.e., training transfer), which further leads…”
InfluentialAntecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis
Cerasoli, C. P., Alliger, G., Donsbach, J. S., Mathieu, J. E., Tannenbaum, S., & Orvis, K. A. (2018) · Journal of Business and Psychology · doi:10.1007/s10869-017-9492-y · Cited by 289
“The effectiveness of formal training programs has been well documented through meta-analytic research for both individuals and teams (Colquitt et al., 2000; Salas et al., 2008), for young and old learners (Callahan et al., 2003), for a variety of program types (Arthur et al., 2003), and for various…”
BackgroundCaligiuri, P. (2006) · Human Resource Management Review · doi:10.1016/j.hrmr.2006.03.009 · Cited by 287
Transfer of training: A review and new insights
Cheng, E. W. L., & Hampson, I. (2008) · International Journal of Management Reviews · doi:10.1111/j.1468-2370.2007.00230.x · Cited by 286
“As adapted from Colquitt et al. (2000), we listed and integrated pertinent variables in Figure 1.”
InfluentialSheu, H., Lent, R. W., Brown, S. D., Miller, M. J., Hennessy, K. D., & Duffy, R. D. (2009) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2009.10.015 · Cited by 308
The coach‐coachee relationship in executive coaching: A field study
Baron, L., & Morin, L. (2009) · Human Resource Development Quarterly · doi:10.1002/hrdq.20009 · Cited by 276
Kim, Y., & Ployhart, R. E. (2013) · Journal of Applied Psychology · doi:10.1037/a0035408 · Cited by 332
“Second, these predictions suggest that the value of internal training differs depending on broader economic conditions— directly contradicting research on training effectiveness at more micro levels (e.g., Colquitt et al., 2000).”
BackgroundA Meta-Analytic Investigation of Business Ethics Instruction
Waples, E. P., Antes, A. L., Murphy, S. T., Connelly, S., & Mumford, M. D. (2009) · Journal of Business Ethics · doi:10.1007/s10551-008-9875-0 · Cited by 279
Lievens, F., Harris, M. M., Keer, E. V., & Bisqueret, C. (2003) · Journal of Applied Psychology · doi:10.1037/0021-9010.88.3.476 · Cited by 266
“Trainees high on Conscientiousness are likely to be high on self-efficacy, motivation to learn, and other important training performance determinants ( Colquitt, LePine, & Noe, 2000 ).”
A review and meta-analysis of the nomological network of trainee reactions.
Sitzmann, T., Brown, K., Casper, W., Ely, K., & Zimmerman, R. D. (2008) · Journal of Applied Psychology · doi:10.1037/0021-9010.93.2.280 · Cited by 275
“This is consistent with Colquitt et al.’s (2000) metaanalytic results indicating both supervisor support ( .”
BackgroundMethodResultInfluentialJudge, T. A., & Hurst, C. (2008) · Journal of Applied Psychology · doi:10.1037/0021-9010.93.4.849 · Cited by 272
“In particular, a meta-analysis by Colquitt, LePine, and Noe (2000) revealed that two core traits—internal locus of control and anxiety (a facet of neuroticism)—were related to training motivation.”
MethodSocialization in Organizational Contexts
Ashforth, B. E., Sluss, D. M., & Harrison, S. H. (2008) · Wiley eBooks · doi:10.1002/9780470753378.ch1 · Cited by 313
“Reviews of socialization research have documented a variety of individual differences that have been considered as independent, moderating, mediating, and outcome variables (Ashforth, 2001; Bauer et al., 1998; Colquitt et al., 2000; Fisher, 1986; Saks & Ashforth, 1997a; Sonnentag et al., 2004).”
BackgroundSocial Support in the Workplace and Training Transfer: A longitudinal analysis
Chiaburu, D. S., van Dam, K., & Hutchins, H. M. (2010) · International Journal of Selection and Assessment · doi:10.1111/j.1468-2389.2010.00500.x · Cited by 275
“Although direct relationships have been observed in previous studies (e.g., Colquitt et al., 2000), the decision for adjustment was also based on the outcomes of statistical analysis.”
The relationship between perceived training opportunities, work motivation and employee outcomes
Dysvik, A., & Kuvaas, B. (2008) · International Journal of Training and Development · doi:10.1111/j.1468-2419.2008.00301.x · Cited by 265
Zacher, H., & Frese, M. (2011) · Journal of Organizational Behavior · doi:10.1002/job.683 · Cited by 265
“These cognitive resources should positively influence older employees’ self-efficacy for learning and development (Colquitt et al., 2000), which in turn should increase their participation in development activities (Maurer et al.”
BackgroundThe dread factor: how hazards and safety training influence learning and performance.
Burke, M. J., Salvador, R. O., Smith-Crowe, K., Chan‐Serafin, S., Smith, A., & Sonesh, S. (2011) · Journal of Applied Psychology · doi:10.1037/a0021838 · Cited by 264
Leader development and the dark side of personality
Harms, P. D., Spain, S. M., & Hannah, S. T. (2011) · The Leadership Quarterly · doi:10.1016/j.leaqua.2011.04.007 · Cited by 292
Exploring differential effects of supervisor support on transfer of training
Nijman, D.-J. J. M., Nijhof, W., Wognum, A. A. M., & Veldkamp, B. (2005) · Journal of European Industrial Training · doi:10.1108/03090590610704394 · Cited by 258
“…characteristics are separated from work environment characteristics in this study, however, thus considering ability, motivation and personality possible important categories of trainee characteristics regarding training effectiveness in general (e.g. Baldwin & Ford, 1988; Colquitt et al., 2000).”
BackgroundDebunking Myths and Urban Legends About Meta-Analysis
Aguinis, H., Pierce, C. A., Bosco, F. A., Dalton, D. R., & Dalton, C. M. (2010) · Organizational Research Methods · doi:10.1177/1094428110375720 · Cited by 264
Metadata
- Authors
- Colquitt, J. A., LePine, J. A., & Noe, R. A.
- Affiliations
- University of Florida (US)
- Venue
- Journal of Applied Psychology
- Published
- 2000
- Volume
- 85
- Issue
- 5
- Pages
- 678-707
- ISSN
- 0021-9010 (ISSN-L)
- 1939-1854
- OpenAlex
- W2128070591
- Cited by
- 2,126
- References
- 0
- Citations by year
- 2026: 46 · 2025: 50 · 2024: 66 · 2023: 81 · 2022: 95 · 2021: 105 · 2020: 99 · 2019: 103 · 2018: 103 · 2017: 127 · 2016: 85 · 2015: 139 · 2014: 132 · 2013: 136 · 2012: 115
- FWCI
- 29.67
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- training motivation, self-efficacy, valence, job involvement, locus of control, conscientiousness, anxiety, cognitive ability, organizational climate, skill acquisition, knowledge transfer, mediating effect, integrative theory, adult learning
- MeSH terms
- Humans, Inservice Training, Motivation, Psychological Theory, Psychology, Industrial, Regression Analysis, Self Efficacy
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