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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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“…significantly impact engagement in CVL, as high motivation to learn has been associated with a broad range of learning activities and outcomes (see Colquitt et al., 2000 for a review), including the willingness to share information with others (Osterloh & Frey, 2000; Quigley, Tesluk, Locke, &…”
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“A recent meta-analysis by Colquitt et al. (2000) found that the valence of the reward was highly correlated with training motivation, reactions to training, and training transfer.”
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“For example, evidence of a positive impact of organization climate (which includes management support) on valence, i.e. according to expectancy theory, ‘‘individuals’ beliefs regarding the desirability of outcomes obtained from training. . .” (Colquitt & LePine, 2000: 680).”
BackgroundDesign, Delivery, and Evaluation of Training Systems
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“, 2000), is a strong determinant of training success (e.g., Ree and Earles, 1991; Randel et al., 1992; Colquitt et al., 2000), and promotes self-efficacy and skill acquisition (e.”
BackgroundInfluentialBattistelli, A., Odoardi, C., Vandenberghe, C., Napoli, G. D., & Piccione, L. (2019) · Human Resource Development Quarterly · doi:10.1002/hrdq.21344 · Cited by 173
Milne, D., Aylott, H., Fitzpatrick, H., & Ellis, M. V. (2008) · The Clinical Supervisor · doi:10.1080/07325220802487915 · Cited by 145
Selection for international assignments
Caligiuri, P., Tarique, I., & Jacobs, R. R. (2009) · Human Resource Management Review · doi:10.1016/j.hrmr.2009.02.001 · Cited by 144
Cheung, M. W. ‐., & Chan, W. (2009) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705510802561295 · Cited by 150
“Different ways for determining the sample size have been used in the literature; for example, the arithmetic mean (Carson, Carson, & Roe, 1993; Premack & Hunter, 1988; Verhaeghen & Salthouse, 1997), the harmonic mean (Colquitt et al., 2000; Conway, 1999), the median (Brown & Peterson, 1993), or the total (Hunter, 1983…”
BackgroundMethodBrown, K. G. (2005) · Journal of Applied Psychology · doi:10.1037/0021-9010.90.5.991 · Cited by 165
“For example, Eden and Shani (1982) reported a correlation of .”
BackgroundManaging human assets in an uncertain world: applying real options theory to HRM
Bhattacharya, M., & Wright, P. (2005) · The International Journal of Human Resource Management · doi:10.1080/09585190500120574 · Cited by 144
“), rather than for specialized skills, creates growth and learning options because such employees are trainable and can upgrade their skills easily (Colquitt et al., 2000).”
BackgroundCombs, J., Crook, T. R., & Rauch, A. (2018) · Journal of Management Studies · doi:10.1111/joms.12427 · Cited by 143
Why do low-educated workers invest less in further training?
Fouarge, D. J. A. G., Schils, T., & de Grip, A. (2012) · Applied Economics · doi:10.1080/00036846.2012.671926 · Cited by 144
“First, psychological research by Colquitt et al. (2000) shows that personality traits have a direct and significant effect on”
BackgroundRelationships between conscientiousness, self-efficacy, self-deception, and learning over time.
Lee, S., & Klein, H. (2002) · Journal of Applied Psychology · doi:10.1037/0021-9010.87.6.1175 · Cited by 142
“The training literature suggests that conscientiousness is positively related to both selfefficacy (Chen, Casper, & Cortina, 2001; Colquitt et al., 2000) and self-deception (Barrick & Mount, 1996; Martocchio & Judge, 1997).”
BackgroundResultCompetence development in the workplace: concepts, strategies and effects
Eilström, P.-E., & Kock, H. (2008) · doi:10.1007/bf03025821 · Cited by 140
“What, than, can be said more specifically about the factors that affect the motivation of individuals to take part in education? Important factors, which have been emphasized not least in adult education research (Rubenson, 2006) and psychological research on training motivation ( Colquitt & LePine, 2000 ), include: (…”
BackgroundCheng, B., Wang, M., Yang, S. J. H., Kinshuk, K., & Peng, J. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.01.018 · Cited by 135
The role of post‐training self‐efficacy in customers' use of self service technologies
Zhao, X.-Y., Mattila, A., & Tao, L. (2008) · International Journal of Service Industry Management · doi:10.1108/09564230810891923 · Cited by 139
“Post-training self-efficacy refers to perceived ability to carry out specific task after training ( Colquitt et al. , 2000”
BackgroundRevealed or Concealed? Transparency of Procedures, Decisions, and Judgment Calls in Meta-Analyses
Aytug, Z. G., Rothstein, H. R., Zhou, W., & Kern, M. C. (2011) · Organizational Research Methods · doi:10.1177/1094428111403495 · Cited by 147
TEST OF A MULTISTAGE MODEL OF DISTAL AND PROXIMAL ANTECEDENTS OF LEADER PERFORMANCE
Iddekinge, C. H. V., Ferris, G. R., & Heffner, T. S. (2009) · Personnel Psychology · doi:10.1111/j.1744-6570.2009.01145.x · Cited by 126
Digital simulation‐based training: A meta‐analysis
Gegenfurtner, A., Quesada‐Pallarès, C., & Knogler, M. (2014) · British Journal of Educational Technology · doi:10.1111/bjet.12188 · Cited by 173
Subjective cognitive effort: a model of states, traits, and time.
Yeo, G., & Neal, A. (2008) · Journal of Applied Psychology · doi:10.1037/0021-9010.93.3.617 · Cited by 137
Diversity Training: Analysis of the Impact of Self-Efficacy
Combs, G. M., & Luthans, F. (2007) · Human Resource Development Quarterly · doi:10.1002/hrdq.1193 · Cited by 137
“Trainee characteristics and attitudes are relatively neglected in the analysis and recommendations for the effectiveness of training in general (Colquitt et al., 2000; Ford & Weissbein, 1997; see also Smith-Jentsch, Salas, & Brannick, 2001).”
Using “War Stories” to Train for Adaptive Performance: Is it Better to Learn from Error or Success?
Joung, W., Hesketh, B., & Neal, A. (2006) · Applied Psychology · doi:10.1111/j.1464-0597.2006.00244.x · Cited by 136
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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