Is It Time to Update and Expand Training Motivation Theory? A Meta-Analytic Review of Training Motivation Research in the 21st Century

• 成果类型: Review
• 署名作者: Chung, Seunghoo; Zhan, Yuhan; Noe, Raymond A.; Jiang, Kaifeng
• 署名单位: Hong Kong Polytechnic University; University System of Ohio; Ohio State University
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/apl0000901
• 发表日期: 2022
• 页码: 1150-1179
• 关键词: training motivation; motivation to learn; learning; Meta-analysis

摘要

Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) integrative 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.