Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research.
verifiedmedium profile · Journal of Applied Psychology · 2000
Colquitt, Jason A.; LePine, Jeffrey A.; Noe, Raymond A.
How this was studied
A meta-analytic synthesis — it pools many primary studies rather than running a single design, so there is no single-study diagram.
What this article reports
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Models this article informs
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In the authors’ words
The article’s own 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.
What the literature says about it
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supports “Motivation to learn has been defined as the direction, intensity, and persistence of learning-directed behavior and has been found to be positively related to academic performance in a recent meta-analysis (Colquitt, LePine, & Noe, 2000).”
supports “Motivation to learn and its relationship with training outcomes has also been studied in a meta‐analysis by Colquitt, LePine, and Noe (2000) which showed that motivation to learn was positively correlated with knowledge, skill acquisition and performance at work.”
supports “The study conducted by Colquitt et al. (2000) integrates motivation with a path analysis model to examine its impact on transfer and job performance.”
Ancillary research
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