Motivational influences on transfer

The Academic Leadership Journal, 2011

Should the construct 'motivation to transfer' used inhuman resource development and management research be also used in learning research? The current study revisited motivation to transfer on a sample of 128 participants of occupational health training Confirmatory factor analysis and partial least squaresbased path modeling were used to test the hypothesized dimensions and relationships among variables including social and affective cues on training transfer. Based on a combination of the theory of planned behavior, expectancy theory, and self-determination theory, we validated three dimensions of transfer motivation: autonomous motivation to transfer, controlled motivation to transfer, and intentions to transfer. Results indicate that autonomous motivation was affected by attitudes toward training content and utility reactions controlled motivation was affected by utility reactions, supervisory support, and social norms. Intentions to transfer mediated the effects of auto...

Journal of The Learning Sciences, 2006

A central and enduring goal of education is to provide learning experiences that are useful beyond the specific conditions of initial learning. For example, the design of innovative curricular materials and pedagogical approaches is often aimed at helping students develop robust understandings that will generalize to decision making and problem solving in other situations, both inside and outside the classroom. Other instructional approaches are aimed at improving the chances that later learning is maximized. However, researchers' progress in understanding and supporting the generalization of learning has been limited due to methodological and theoretical problems with the transfer construct.

Higher Education, Skills and Work-Based Learning

PurposeThere is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.Design/methodology/approachThis scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.FindingsThe results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of...

Zeitschrift für Erziehungswissenschaft, 2015

Educ Psychol, 1979

The paper reviews theories of learning transfer from the perspective of whether they contain guidelines for generating educational approaches to the production of facilitative transfer. Two classes of theories are described. The first class of theories are based on the notion that the conditions for transfer are established when an original learning

European Journal of Management and Business Economics

PurposeThe purpose of this study is to validate multiplicative cycle that exists between the job readiness and satisfaction model explored by Matthews et al. (2018), the satisfaction and performance paradigmatic nuances analyzed by Judge et al. (2001) and Gu and Chi (2009), in addition to the expectancy model theorized by Vroom (1964). The motivation to transfer learning serves as a conveyable variable transmitted within a learning continuum that sustains cyclical outputs.Design/methodology/approachAn archetype to explore the connection between the three hypothesized theories is created through a neural network program. Exploring this connection develops deeper understandings of the derivatives of employee motivation as it pertains to its effect on readiness, satisfaction, performance and achievement dyads. A detailed analysis of the literature leads to the hypothesis that the motivation to transfer learning creates a multiplicative effect among hypothesized relationships.FindingsTh...

The Learning Organization, 2023

Purpose-This study aims to investigate the merits of the unified model of task-specific motivation (UMTM) in predicting transfer of training and to investigate (relationships between) changes in UMTM components over time. In doing so, this study takes the multidimensionality of transfer motivation into account. Design/methodology/approach-The authors collected data among 514 employees of the judiciary who filled in the UMTM questionnaire directly after the training and after three weeks. The data were analyzed by means of structural equation modelling. Findings-The outcomes show that transfer motivation predicts transfer intention and transfer of training over time. Moreover, the study shows that (change in) transfer motivation is predicted by (change in) personal and contextual factors identified by the UMTM as antecedents of motivation. Originality/value-This study describes the first longitudinal evaluation of the UMTM in the literature and shows its applicability for predicting transfer of training. It is also one of the few studies that investigate transfer motivation multidimensionally and the role it plays for transfer of training. As such, this study informs other transfer of training models about the nature of transfer motivation and how transfer of training could be predicted.

Human Resource Development Quarterly, 2000

In their article Holton, Bates, and Ruona have apparently sought to achieve two goals: (1) to provide a more complete model of transfer of training and (2) to confirm a diagnostic tool-the Learning Transfer System Inventory (LTSI)-that can be used to measure the transfer environment. Overall, the authors' work should be applauded for its systematic nature and the attention paid to internal and external validity. In a series of studies, the authors are trying to broaden transfer of training theory and develop a more reliable and valid measure of transfer (for example, Holton, Bates, Seyler, and Carvalho, 1997). One of the positive features of this study is that there is an attempt to build and expand on existing transfer of training theory and research. For example, the study is grounded in the work of Noe (1986), , and . Indeed, many of the items included in the LSTI come from Rouiller and Goldstein' s instrument. The external validity of the work is further enhanced by the use of samples from multiple industries. Factor analysis and other psychometrics establish the construct validity and reliability of the measures used in the studies.

Contemporary Educational Psychology, 2005

Two experiments investigated the effect of achievement goals on the transfer of a problemsolving strategy in 7-and 11-year-old children. In the first experiment, motivational priming took place before the learning of the strategy, affecting the learning as well as the transfer of the strategy. In the second experiment, motivational priming took place after the learning of the strategy and before the transfer task, affecting only the process of transfer. ParticipantsÕ self-reported achievement goals suggested that, in both experiments, participants high on performance-approach goals were less likely to transfer the strategy than participants low in performance-approach goals. This was found regardless of participantsÕ age, perceived ability, and the high level of mastery goals that all participants endorsed.