Two central constructs of applied psychology, motivation and cognitive ability, were integrated within an information-processing framework. This theoretical framework simultaneously considers individual differences in cognitive abilities, self-regulatory processes of motivation, and information-processing demands. Evidence for the framework is provided in the context of skill acquisition, in which information-processing and ability demands change as a function of practice, training paradigm, and timing of goal setting. Three field-based lab experiments were conducted with 1,010 U.S. Air Force trainees. In Experiment 1 the basic ability–performance parameters of the air traffic controller task and goal-setting effects early in practice were evaluated. In Experiment 2 goal setting later in practice was examined. In Experiment 3 the simultaneous effects of training content, goal setting, and ability–performance interactions were investigated. Results support the theoretical framework and have implications for notions of ability–motivation interactions and design of training and motivation programs.

A motivational, self-regulatory conceptualization of job search was used to organize and investigate the relationships between personality, expectancies, self, social, motive, and biographical variables and individual differences in job search behavior and employment outcomes. Meta-analytic results indicated that all antecedent variables, except optimism, were significantly related to job search behavior, with estimated population correlations ranging from -.15 to .46. As expected, job search behavior was significantly and positively related to finding employment. Several antecedents of job search were also significantly related to employment success, although the size of these relationships was consistently smaller than those obtained for job search. Moderator analyses showed significant differences in the size of variable relationships for type of job search measure (effort vs. intensity) and sample type (job loser vs. employed job seeker vs. new entrant).

We describe a framework for understanding how age-related changes in adult development affect work motivation, and, building on recent lifespan theories and research on cognitive abilities, personality, affect, vocational interests, values, and self-concept, identify four intraindividual change trajectories (loss, gain, reorganization, and exchange). We discuss implications of the integrative framework for the use and effectiveness of different motivational strategies with midlife and older workers in a variety of jobs, as well as abiding issues and future research directions.

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