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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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“In fact, the element of trainee motivation has become so important to the field of training, that it was the subject of a meta-analysis ( Colquitt et al. , 2000”
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The Relationship Between Leaders’ Personality and Their Reactions to and Use of Multisource Feedback
Smither, J. W., London, M., & Richmond, K. R. (2005) · Group & Organization Management · doi:10.1177/1059601103254912 · Cited by 90
“Additional evidence comes from a meta-analysis conducted by Colquitt, LePine, and Noe (2000).”
Adolescent conscientiousness predicts lower lifetime unemployment.
Egan, M., Daly, M., Delaney, L. D., Boyce, C. J., & Wood, A. M. (2016) · Journal of Applied Psychology · doi:10.1037/apl0000167 · Cited by 88
“Theoretical research by Cunha and Heckman (2007) on lifecourse skill development, emphasizing the compounding benefits over time of high levels of early noncognitive skills (a term that includes personality traits), suggests that higher conscientiousness in early life could lead to better labor market outcomes through…”
BackgroundMast, M. S., Kleinlogel, E. P., Tur, B., & Bachmann, M. (2018) · Human Resource Development Quarterly · doi:10.1002/hrdq.21307 · Cited by 123
Sexual harassment training effectiveness: An interdisciplinary review and call for research
Roehling, M., & Huang, J. L. (2018) · Journal of Organizational Behavior · doi:10.1002/job.2257 · Cited by 85
“nizational context variables may influence trainee motivation or readiness for training (Colquitt et al., 2000), and after training, organizational context variables may influence the extent to which knowledge, skills, and abilities acquired in training transfer to and are sustained in the workplace (Huang et al.”
BackgroundLösch, S., Traut‐Mattausch, E., Mühlberger, M. D., & Jonas, E. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00629 · Cited by 89
“As training is also characterized by immediate feedback between a trainer and clients (Salas and CannonBowers, 2001; Salas et al., 2012) or by support trainees receive from their peers (Colquitt et al., 2000), we would assume similar beneficial effects on clients’ satisfaction ratings for training.”
BackgroundResultHutchins, H. M., & Burke, L. (2007) · International Journal of Training and Development · doi:10.1111/j.1468-2419.2007.00288.x · Cited by 85
“addition, only 50 per cent of practitioners correctly responded that utility perceptions are more important than affective reactions in terms of transfer outcomes, despite two comprehensive meta-analytic studies showing a minimal relationship (Alliger et al., 1997; Colquitt et al., 2000) between affective and transfer…”
Theories of Cognitive Aging and Work
Fisher, G. G., Chacón, M., & Chaffee, D. S. (2019) · Elsevier eBooks · doi:10.1016/b978-0-12-812756-8.00002-5 · Cited by 137
Transfer of training : adding insight through social network analysis
den Bossche, P. V., & Segers, M. (2013) · Educational Research Review · doi:10.1016/j.edurev.2012.08.002 · Cited by 85
Kyndt, E., Govaerts, N., Dochy, F., & Baert, H. (2011) · Vocations and Learning · doi:10.1007/s12186-011-9058-5 · Cited by 84
“The research of Colquitt et al. (2000) found that both job satisfaction and organisational commitment influence the intention to engage in development activities positively.”
BackgroundGinns, P., Kitay, J., & Prosser, M. (2008) · doi:10.1080/13601440802242382 · Cited by 84
“In a meta‐analytic review of training motivation, its antecedents, and the relationship of these variables with learning outcomes, Colquitt, LePine and Noe ( 2000 ) found that situational characteristics, such as supervisor support, peer support, and a positive transfer climate were, on average, moderately correlated…”
BackgroundSystematic review of the links between human resource management practices and performance
Patterson, M. G., Rick, J., Wood, S., Carroll, C., Balain, S., & Booth, A. (2010) · Health Technology Assessment · doi:10.3310/hta14510 · Cited by 81
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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