کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
355165 619246 2011 16 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions
چکیده انگلیسی

This meta-analysis (148 studies, k = 197, N = 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between −0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation.


► Meta-analysis of 25 years of research on motivation and training transfer.
► Based on expectancy theory, goal orientation theory, and social cognitive theory.
► N = 31,718; k = 197; effect sizes = 376.
► Population correlation estimates ranged between −0.11 and 0.52.
► Estimates moderated by knowledge type, instruction, and transfer assessment.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Educational Research Review - Volume 6, Issue 3, 2011, Pages 153–168
نویسندگان
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