GEGENFURTNER, Andreas
Predicting autonomous and controlled motivation to transfer training - Malden, MA : WILEY-BLACKWELL, June 2009
In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self-determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi-item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training.
Predicting autonomous and controlled motivation to transfer training - Malden, MA : WILEY-BLACKWELL, June 2009
In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self-determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi-item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training.
