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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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“Notably, whereas previous research has demonstrated that trainees’ dispositional characteristics (e.g. cognitive ability, self-efficacy and motivation; Chiaburu & Marinova, 2005; Colquitt et al., 2000) as well as the work environment (Grossman & Salas, 2011) can impact training transfer, neither of these factors can b…”
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“, conscientiousness, cognitive ability) (Colquitt et al., 2000; Salas et al., 2012) and have failed to recognize trainees’ relational experiences.”
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“This shift remained difficult to demonstrate [15,17].”
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“Results from the study demonstrate the importance of training motivation in relation to training outcomes—a finding consistent with previous research (Colquitt et al., 2000; Noe, 1986).”
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“They also support the fact that reactions to education interventions have a fundamental impact on the engagement with theoretical content (knowledge and skill acquisition) and the transfer of new knowledge to job-performance (22).”
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“Colquitt et al. (2000) came to the conclusion that trainee learning motivation was significantly related to both declarative knowledge and skill acquisition.”
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“, 1993), and knowledge acquisition (Colquitt et al., 2000) (Pathways 6–8).”
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“Eraut and Van der Heijden and colleagues suggested that informal learning is needed to optimize overall learning efficiency, while Cross (2007) found that informal learning was superior in terms of efficiency and effectiveness.”
BackgroundEvaluation of Training Transfer Factors: The FET Model
Pineda-Herrero, P., Quesada-Pallarès, C., & Ciraso-Calí, A. (2014) · Springer eBooks · doi:10.1007/978-3-319-02093-8_8 · Cited by 33
“The metaanalysis carried out by Colquitt et al. (2000) also proves that people with an internal locus of control have a higher level of motivation (β = −0.”
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“For example, Colquitt, LePine, and Noe (2000) in their meta-analysis on motivation-to-learn and its relationship with training outcomes, found that motivation-to-learn was consistently positively correlated with declarative knowledge, skill acquisition, transfer of learning, and post-training job…”
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Johnsen, B. H., Espevik, R., Saus, E.-R., Sanden, S., Olsen, O. K., & Hystad, S. W. (2017) · Journal of Police and Criminal Psychology · doi:10.1007/s11896-017-9225-1 · Cited by 36
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Quesada-Pallarès, C., & Gegenfurtner, A. (2015) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-014-0604-4 · Cited by 32
“Various revisions and modifications of their models have been proposed (Blume et al. 2010; Colquitt et al. 2000; Gegenfurtner et al. 2009a; Pineda et al. 2011a).”
BackgroundGoštautaitė, B., & Bučiūnienė, I. (2014) · The International Journal of Human Resource Management · doi:10.1080/09585192.2014.949820 · Cited by 35
Wen, M. L.-Y., & Lin, D. Y.-C. (2014) · International Journal of Human Resource Studies · doi:10.5296/ijhrs.v4i1.5128 · Cited by 28
“…to learn (Tai, 2006) that indicates motivation plays a critical role in performing training effectiveness even if trainees have the capabilities to master the content of training programs but may be failed in gaining training benefits due to their lower motivation to learn (Colquitt et al., 2000).”
BackgroundResultInfluentialSitzmann, T. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.11.004 · Cited by 32
Bright, D., & Crockett, A. (2012) · Coaching An International Journal of Theory Research and Practice · doi:10.1080/17521882.2011.648332 · Cited by 32
Teaching patient care to students: A blended learning approach in radiography education
Bleiker, J., Knapp, K., & Frampton, I. (2011) · Radiography · doi:10.1016/j.radi.2011.01.002 · Cited by 32
Stages of Learning Motivation: Development and Validation of a Measure1
Cole, M. S., Harris, S. G., & Feild, H. S. (2004) · doi:10.1111/j.1559-1816.2004.tb02013.x · Cited by 32
“…is an important determinant of training success (Ackerman, 1992; Hunter & Hunter, 1984; Reilly & Warech, 1994), it is important for any study attempting to determine if individual characteristics explain incremental variance in learning to include general cognitive ability (Colquitt et al., 2000).”
BackgroundInfluentialTraining the Trainee as Well as the Trainer: Lessons to be Learned From Clinical Psychology.
Latham, G. P., & Heslin, P. A. (2003) · Canadian Psychology/Psychologie canadienne · doi:10.1037/h0086943 · Cited by 35
The Type to Train? Impacts of Personality Characteristics on Further Training ParticipationPreprint
Offerhaus, J. (2013) · SSRN Electronic Journal · doi:10.2139/ssrn.2205028 · Cited by 32
“Colquitt et al. (2000) report a positive association of Conscientiousness to training and learning motivation.”
BackgroundAn 18‐month multimodal intervention trial for preventing dementia: J‐MINT PRIME Tamba
Oki, Y., Osaki, T., Kumagai, R., Murata, S., Encho, H., Ono, R., Yasuda, H., & Kowa, H. (2024) · Alzheimer s & Dementia · doi:10.1002/alz.14170 · Cited by 41
Xie, H., Fang, Y.-R., Wang, M., Liu, J., & Lv, A.-Q. (2023) · Work, Aging and Retirement · doi:10.1093/workar/waad004 · Cited by 31
An Active Learning Approach to Diversity Training
Roberson, Q. M., Moore, O. A., & Bell, B. S. (2022) · Academy of Management Review · doi:10.5465/amr.2020.0231 · Cited by 61
“Consistent with research findings that have highlighted manager support as a key situational characteristic that influences trainee motivation (see Colquitt, LePine, & Noe, 2000), we suggest that manager support enhances the effects of situational cues on trainee learning transfer.”
BackgroundArwab, M., Adil, M., Nasir, M., & Ali, M. (2022) · European Journal of Training and Development · doi:10.1108/ejtd-01-2022-0008 · Cited by 31
Yamashita, T., Smith, T. J., Sahoo, S., & Cummins, P. A. (2022) · Large-scale Assessments in Education · doi:10.1186/s40536-022-00119-7 · Cited by 40
THE BIG FIVE PERSONALITY TRAITS AND ACADEMIC PERFORMANCE
John, R., John, R., & Rao, Z.-U.-R. (2020) · Journal of Law & Social Studies · doi:10.52279/jlss.02.01.1019 · Cited by 44
“Also, conscientiousness is found to be the only factor which is specifically associated with motivation to learn (Colquitt et al., 2000).”
Background
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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