Engagement and Training Outcomes : extending the concept of motivation to learn

This research examines the relationship between motivation to learn and training success. Central to this research is a conceptualization of motivation to learn as a complex set of variables with varying degrees of temporal stability. A trait-like, dispositional motivational base, termed general motivation to learn, is believed to be relatively unchanging. A more expectancy-based or goal-based motivation to learn, termed specific motivation to learn, represents the individual's attitudes and intentions towards a particular class or course. These relatively stable motivational bases underlie the individual's decision to attend a training program and her/his intended levels of effort. Once in class, however, several situational and environmental factors influence the individual's decision to engage or disengage from the training role, producing moment to moment variation in psychological presence and engagement. The present research operationalized general motivation to learn, specific motivation to learn, and engagement, as well as three variables felt to influence engagement, and tested several hypotheses regarding their relationships. Engagement was shown to be predicted by meaningfulness, safety and availability. Limited support was shown for hypotheses that training success is predicted by general motivation to learn and specific motivation to learn; by engagement; and by all three variables.