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Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research.

Colquitt, Jason A., LePine, Jeffrey A., Noe, Raymond A.·2000·Journal of Applied Psychology

DOI 10.1037/0021-9010.85.5.678

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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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“Como já foi salientado anteriormente, esse conceito tem uma estrutura teórica similar àquela apresentada por Warr e Downing (2000) para o constructo de estratégias de aprendizagem e também de comportamentos pro-ativos, como definido por Crant (2000).”
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“While previous theoretical and empirical research suggests a relation between motivation to learn and learning intention (Achtziger & Gollwitzer, 2018), research has also demonstrated that learning motivation in older workers is influenced by both personal and contextual variables (Colquitt et al., 2000; Tynjälä, 2008…”
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“Trainees with high self-efficacy are likely to be motivated to learn training content (Colquitt et al. , 2000), enhance learning and utility of training and improve job performance (Burke y Hutchins, 2007).”
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“…Kluge, Burkolter, and Frank 2012; Kluge and With regard to skill acquisition in organisations, it has been shown in the organisational training literature that mental abilities have significant effects on the outcomes of training (Coultas, grossman, and Salas 2012; Colquitt, LePine, and Noe 2000).”
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“For instance, programmes may have selected exceptionally able trainees, high on personal qualities known to be important in achieving training outcomes (e.g., motivation and intelligence – Colquitt et al., 2000).”
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Authors: Colquitt, J. A., LePine, J. A., & Noe, R. A.
Affiliations: University of Florida (US)
ORCID: Colquitt, Jason A.
Noe, Raymond A.
Venue: Journal of Applied Psychology
Publisher: American Psychological Association (APA)
Published: 2000
Volume: 85
Issue: 5
Pages: 678-707
ISSN: 0021-9010 (ISSN-L)
1939-1854
DOI: 10.1037/0021-9010.85.5.678
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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Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research.

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