theory based on meta-analysis and model testing has served as the foundation for our understanding of training motivation. However, the applicability of the theory today may be limited for several reasons. There has been significant growth in training motivation research since Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) proposed and tested their theory. Also, advances in meta-analysis and model testing allow for a more complete and rigorous test of the theory than was previously possible. As a result, we propose and test a contemporary and comprehensive theory of training motivation based on Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) and other studies conducted over the last 20 years. To do so, we conducted an updated meta-analytic review of 167 independent studies and tested a mediation model of training motivation theory using both conventional meta-analytic structural equation modeling (MASEM) and full-information MASEM (FIMASEM). The results support a partially mediated model of training motivation that includes additional antecedents (e.g., openness to experience, extroversion, agreeableness, and goal orientation) and learning outcomes (e.g., turnover intentions and job satisfaction) not included in Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678). In addition, we conducted exploratory analyses to understand the relative importance of the antecedents of both motivation to learn and learning outcomes and the moderating role of training and studying characteristics on the relationships between motivation to learn and its antecedents and consequences. Finally, the authors discuss the implications of the results for theory, practice, and future research directions.

The current article examines if, and under which conditions, there exists a positive relationship between working with friends and group performance. To do so, using data from 1,016 groups obtained from 26 studies, we meta-analyzed comparisons of the performance of friendship groups versus acquaintance groups. Results show that friendship has a significant positive effect on group task performance (Cohen's d = 0.31). Furthermore, this relationship was moderated by group size (i.e., the positive effect of friendship on performance increased with group size) and task focus (i.e., friendship groups performed better than acquaintance groups on tasks requiring a high quantity of output, whereas there was no performance benefit on tasks requiring a single or high-quality output). These results help to reconcile mixed findings and illustrate when friendship groups are more likely to perform better than acquaintance groups.

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In the current paper, I develop and test a theoretical model aimed at understanding the relationship between friendship and group performance. Specifically, using data from 924 teams in 24 studies, I tested my hypothesized main effect, and key moderator analyses, for how working with friends, versus non-friends, would influence group task performance. Results show that friendship has a positive effect on group task performance (d=0.45). Furthermore, as expected this effect was moderated by task interdependence and task focus/emphasis (i.e. maximizing versus optimizing). In addition to detailing which paths of the model were supported by the data, in my discussion section I detail gaps in the literature and future directions for research in this domain.

In this research, we argue that conscientiousness can be a key factor in accounting for the racial pay gap among Black and White workers. Drawing from shifting standard and status characteristics theories and the literature on occupations, we propose that conscientiousness yields differential rewards for Blacks and Whites because of the incongruence between stereotypes about Black workers and conscientiousness. We further suggest the occupational value of status as an occupational‐level boundary condition that affects the relationships between conscientiousness, race, and pay. We first tested our model with a large national panel dataset, the National Longitudinal Survey of Youth 97 (NLSY97), and occupational characteristics scores in the Occupational Information Network (O*NET), finding that the positive effects of conscientiousness on pay were greater for Whites compared to Blacks and that such pay inequality is more pronounced in occupations with high‐status values than in those with low‐status values. A follow‐up experimental study that recruited 202 managers working in the U.S. produced similar results, suggesting that our findings were not attributable to the levels of job performance. Thus, our research demonstrates the role of conscientiousness in generating pay differentials based on race and sheds light on the importance of considering a discrete occupational context that contributes to organizational inequality.