Department of Management and Marketing.
Department of Management and Human Resources.
J Appl Psychol. 2022 Jul;107(7):1150-1179. doi: 10.1037/apl0000901. Epub 2021 May 6.
Colquitt et al. 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. ( 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. ( 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. , 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. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
科奎特等人（2000 年，第 85 页，第 678 页）基于元分析和模型测试的综合理论一直是我们理解培训动机的基础。然而，由于以下几个原因，该理论在今天的适用性可能有限。自科奎特等人（2000 年，第 85 页，第 678 页）提出并检验他们的理论以来，培训动机研究有了显著的增长。此外，元分析和模型测试的进步使得对该理论进行更完整和严格的测试成为可能，而这在以前是不可能的。因此，我们根据科奎特等人（2000 年，第 85 页，第 678 页）以及过去 20 年的其他研究提出并检验了一个当代和全面的培训动机理论。为此，我们对 167 项独立研究进行了更新的元分析综述，并使用传统的元分析结构方程建模（MASEM）和全信息 MASEM（FIMASEM）测试了培训动机理论的中介模型。结果支持了培训动机的部分中介模型，该模型包括了一些额外的前因（例如，开放性、外向性、宜人性和目标导向）和学习成果（例如，离职意向和工作满意度），这些都没有包含在科奎特等人的研究中。此外，我们进行了探索性分析，以了解学习动机和学习成果的前因的相对重要性，以及培训和学习特点对学习动机与其前因和后果之间关系的调节作用。最后，作者讨论了这些结果对理论、实践和未来研究方向的意义。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
