Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions

Gegenfurtner, Andreas

doi:10.1016/j.edurev.2011.04.001

Cited by 119 publications

(98 citation statements)

References 155 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The latter can enhance effort and persistence (Schunk, 1985(Schunk, , 1990Schunk & Ertmer, 2000) and thus could have prepared for future learning. Self-efficacy can also enhance transfer (Gegenfurtner, 2011). Lower self-efficacy in the inventing group could therefore explain the short learning time on central contents in the inventing group, despite increased curiosity and interest.…”

Section: Tablementioning

confidence: 94%

Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Glogger‐Frey

Fleischer

Grüny

et al. 2015

Learning and Instruction

View full text Add to dashboard Cite

Section: Tablementioning

confidence: 94%

Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Glogger‐Frey

Fleischer

Grüny

et al. 2015

Learning and Instruction

View full text Add to dashboard Cite

“…Recent studies (Hutchins et al, 2013;Weisweiler et al, 2013;Young, 2013) Transfer, which is focused only on motivational variables that affect trainees' transfer process. Still, although an attempt was made in grounding the model in theories reflecting motivational and emotional dynamics, more variables exist that would warrant inclusion, such as goal orientations (Gegenfurtner & Hagenauer, 2013;Laine & Gegenfurtner, 2013) or motivation to learn (Chiaburu & Marinova, 2005;Gegenfurtner, 2011b ). Along these lines, future research may test the model in TOWARD A UNIFIED MODEL 17 different training settings, including, but not limited to, game-based (Siewiorek & Gegenfurtner, 2010;Siewiorek et al, 2013), simulation-based (Knogler et al, 2013), and visual training conditions (Gegenfurtner & Seppänen, 2013;Seppänen & Gegenfurtner, 2012).…”

Section: Discussionmentioning

confidence: 99%

Toward a unified model of motivation for training transfer: a phase perspective

Quesada-Pallarès

Gegenfurtner

2015

Z Erziehungswiss

Self Cite

View full text Add to dashboard Cite

Understanding behaviour change after training is a complex endeavour in science. Although motivation theories provide avenues for understanding why individuals change their behaviour after training, training research has adopted those theories sporadically, resulting in a fragmented understanding of trainee motivation. This study aims to present a unified model for understanding behaviour change after training. The model integrates elements from prevailing motivation theories in three phases: (a) forming transfer intentions, influenced by attitudes, norms, and perceived transfer control, (b) actualizing implementation intentions for transfer, and (c) strengthening transfer commitment. Conceptual and instructional implications for training research are discussed.Keywords: transfer of training; motivation to transfer; theory of planned behaviour; implementation intentions; adult education.

show abstract

“…Although there are many different theoretical perspectives on the construct of motivation and its multidimensional nature (Gegenfurtner 2011), the role of motivational variables in the learning process is generally accepted. In this study, we address two dimensions of motivation: internal motivation and external motivation.…”

Section: Motivational Orientationmentioning

confidence: 99%

Differential outcomes of adult education on adult learners' increase in social inclusion

Greef¹,

Verté

Segers

2014

Studies in Continuing Education

View full text Add to dashboard Cite

To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes. The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of 'activation and internalization' and 41.0% experience an increase in 'participation and connection'. Results show that foreigners and people who live together experience a higher increase on variables of 'activation and internalization' and 'participation and connection'. Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion.

show abstract

Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions

Cited by 119 publications

References 155 publications

Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Toward a unified model of motivation for training transfer: a phase perspective

Differential outcomes of adult education on adult learners' increase in social inclusion

Contact Info

Product

Resources

About