Toward an Integrative Theory of Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research

Jason A. Colquitt

Jeffrey A. LePine

Raymond A. Noe 

Keywords: Training Motivation, Self-Efficacy, Valence, Personality, Training Transfer

The Study: This meta-analytic study reviewed 20 years of research on the antecedents and outcomes of training motivation. The analysis included 106 empirical studies exploring how individual factors (e.g., locus of control, conscientiousness, anxiety, age, self-efficacy, and job involvement) and situational factors (e.g., organizational climate and supervisory support) relate to learning, skill acquisition, and training transfer outcomes.

Main Findings: Training motivation significantly predicted learning outcomes beyond cognitive ability. Personality traits, work climate, and age influenced training outcomes both directly and indirectly through self-efficacy, valence, and job involvement. The results supported a partially mediated model, showing that both personal and contextual variables exert direct and indirect effects on learning and posttraining performance.

Practical Implications: Integrating individual and situational variables enhances understanding of training effectiveness. Organizations should promote self-efficacy, increase the perceived value of training, and foster supportive climates. The integrative theory provides a useful framework for predicting and improving learning transfer to workplace performance.

Reference: Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85(5), 678–707. https://doi.org/10.1037/0021-9010.85.5.678

Colquitt et al, 2000.pdf

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