Nature, predictor, and outcomes of motivation trajectories during a professional training program

Abstract

Trainees' motivation is an important factor to consider in order to strengthen their learning, wellbeing, and involvement in training sessions. Unfortunately, prior research has often adopted a static (cross-sectional) and unidimensional perspective of training motivation, been limited by the consideration of a very limited range of outcomes, and failed to consider the possible predictors of trainees' motivation. To address these limitations, the present study examines the shape, determinants (autonomy-supportive behaviors), and outcomes (positive and negative affect, fatigue, engagement, learning, and satisfaction) of autonomous and controlled motivation trajectories over the course of a professional training program. A sample of 43 employees completed the measures on four occasions (first day, three weeks, 10 weeks, and 14 weeks) over the course of a 14-week professional training program. This study also relies on a burst design, whereby employees completed each measure twice (with a half-day interval) at each measurement occasion to achieve a more accurate representation of occasion-specific ratings. Results from three-level growth analyses (with the two bursts at Level 1, four occasions at Level 2, and participants at Level 3) showed that autonomous motivation, negative affect, learning, and satisfaction appeared to follow curvilinear trajectories, whereas autonomy support and positive affect followed linear trajectories. In contrast, controlled motivation, fatigue, and engagement levels remained stable over time, consistent with an intercept-only model. Furthermore, higher levels of autonomy support were associated with higher levels of autonomous motivation, and lower levels of controlled motivation over time. Finally, higher initial levels of autonomous motivation predicted higher levels of positive affect, learning, satisfaction, and engagement, and lower levels of fatigue over time, whereas higher initial levels of controlled motivation predicted higher levels of fatigue over time.

Job engagement trajectories: Their associations with leader–member exchange and their implications for employees

“…From a theoretical perspective, LMX is generally proposed to contribute positively to employees' perceptions of their work environment (Gillet, Morin, Huart, et al, 2018; Graves & Luciano, 2013), thus increasing the satisfaction of their basic psychological needs for autonomy, relatedness and competence (Graves & Luciano, 2013; Kuvaas & Buch, 2020). As a result, LMX is often positioned as a positive driver of employees' social adaptation (Carnevale et al, 2017; Liden & Maslyn, 1998; Montano et al, 2017), and thus as a theoretically plausible driver of their job engagement trajectories (e.g., Deci et al, 2017; Ryan & Deci, 2017; Sandrin et al, 2022). Consistent with these expectations and with Hypothesis 3, specific levels of LMX contribution and LMX professional respect were found to be associated with increases in G‐engagement levels at all time points, whereas global levels of LMX were associated with increases in levels of S‐emotional engagement at all time points.…”

“…From this perspective, LMX may foster the satisfaction of the psychological needs for autonomy, competence and relatedness (Graves & Luciano, 2013; Kuvaas & Buch, 2020), which are critical drivers of intrinsic motivation, well‐being, and performance according to self‐determination theory (Deci et al, 2017; Ryan & Deci, 2017). By supporting these needs, LMX should encourage employees to invest more energy into their work (e.g., Gillet, Morin, Huart, et al, 2018; Graves & Luciano, 2013), leading to higher levels of job engagement (e.g., Sandrin et al, 2022). Although this assertion has been empirically supported (Agarwal et al, 2012; Tanskanen et al, 2019), the time‐structured effect of LMX on employees' job engagement trajectories is not well‐understood.…”

“…By contrast, employees characterized by lower levels of job engagement are generally expected to withhold their physical, cognitive and emotional energies, leading them to adopt a detached and passive approach to their work (Kahn, 1990). In addition, their lack of interest and volition in relation to work also leads them to limit their interactions with supervisors and colleagues, miss some workdays and refrain from engaging in several tasks (Sandrin et al, 2022), thereby limiting their satisfaction and increasing their turnover intentions. Although research has seldom investigated these specific variables as dynamic outcomes of job engagement trajectories while also accounting for the G/S nature of these trajectories, the bulk of research on job engagement has reported positive associations between job engagement and employees' levels of job and life satisfaction, and negative associations between job engagement and employees' levels of emotional exhaustion and turnover intentions (e.g., Gillet et al, 2019; Huyghebaert, Gillet, et al, 2018; Huyghebaert‐Zouaghi et al, 2021).…”

Predictors and outcomes of nursing students' engagement trajectories at the beginning of their program

“…For instance, these students might come to develop negative relationships with their teachers or colleagues, fail to understand the purpose of their training, or be unable to set realistic personal goals for themselves . They might also be exposed to instructors who fail to provide them with purposeful, transparent, engaging, and challenging learning opportunities (Sandrin et al, 2022) that share a connection with the true nature of the nursing occupation (Gholami et al, 2021). Alternatively, discovering what the occupation truly entails might also be the reason for this increasing disappointment (e.g., Boswell et al, 2009;Solinger et al, 2013).…”

“…Their initial enthusiasm, or lack thereof, linked to the discovery of a new environment is starting to fade, allowing them to change their initial views. This moment thus seems to represent a potentially key time point to start exposing students to need new experiences (e.g., professional internships, work placements) designed to maintain or reinforce their engagement, motivation, and satisfaction (Sandrin et al, 2022).…”