Is it time to update and expand training motivation theory? A meta-analytic review of training motivation research in the 21st century.

Abstract

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.

Evaluation of an Assertiveness Training Based on the Social Learning Theory for Occupational Health, Safety and Environment Practitioners

“…In this sense, our results also confirm the utility of the Social Learning Theory [13,14], which is one of the most used theories to guide programs and training that develop social skills. Moreover, a participatory approach was implemented (e.g., role-playing techniques, group discussions), which facilitated the active involvement of participants in the planning and development of the training and therefore may have improved their motivation and intention to apply the training content to their daily job [39]. Such a participatory approach has been successfully implemented to promote more sustainable communities and quality of life [40,41] and deserves further attention when implementing training programs aimed at promoting sustainable behaviors.…”

Millennials in Higher Education: Do They Really Learn Differently

“…Yet there is paucity of work with indepth inquiry into the differences in learning attributes between Gen X and Millennials which can be used to choose appropriate teaching pedagogies that would engage each generation with learning. This study aims to fill this gap and we hypothesise that: H1: Gen X and Millennials differ in their learning attributes It is well established that there is significant correlation between training motivation and succeeding affect (Chung et al, 2021;Tannenbaum, Mathieu, Salas & Cannon-Bowers, 1991;Mathieu, Tannenbaum & Salas, 1992), learning (Noe 1986;Baldwin et al, 1991;Mathieu, Tannenbaum & Salas, 1992;Clark et al, 1993) and performance (Lee, 2019;Hicks & Klimoski, 1987). However, the interaction between these learning differs for Millennials and Gen X has not received adequate attention.…”

Sports Motivation in Athletes in the Face of Psychosocial Risk and Pandemic Due to COVID 19

“…Concerning the theory of training motivation, Chung et al [12] developed a model based on a meta-analysis in which they included variables that had not been considered in the work of Colquitt et al [13], as shown in Table 1. From Table 1, there are five areas that benefit from the theoretical model which is shown in Table 2.…”

“…Thus, since the end of the previous century, studies focused on motivation to learn (as is the case with the previous model) have been used as a basis in the theory of training motivation [12].…”

“…Many scholars have suggested a series of variables and correlations to explain motivation in general and sports in particular: Chung et al [12], for example, Martinez-Cevallos et al [5] published research to analyze the motivation for attending sports centers. Likewise, Quesada and Gómez-López [14] suggest that those starting a physical activity with high levels of intrinsic motivation attend the various physical activity sessions more frequently than those with higher levels of extrinsic motivation.…”