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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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“…that users will not use the new system if they realize that the training program was not designed to meet their needs (Baldwin and Magjuka, 1997; Colquitt et al., 2000; Nelson et al., 1995; Salas and Cannon-Bowers, 2001; Shayo and Olfman, 1999), hardly any IT training research has addressed the…”
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“We found no significant relationship between learning and motivation to transfer, whereas this relationship is suggested in the theoretical models underlying this study (Holton, 1996) and in meta-analysis (Colquitt et al., 2000).”
BackgroundMethodResultInfluentialUsing the theory of planned behaviour to predict public sector training participation
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“This result is largely consistent with that of prior research that social support positively affects participation in training (Colquitt et al., 2000; Noe, 1996; Tharenou, 2001).”
BackgroundResultInfluentialLifelong Learning Inequality? The Relevance of Family Background for On-the-Job TrainingPreprint
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“In a meta-analytic path analysis by Colquitt, LePine, and Noe (2000), the locus-performance relationship is in the opposite directiondexternals have better declarative knowledge and higher transfer, a surprising finding that was not fully explained.”
Method
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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