Re-examination of Motivation in Learning Contexts: Meta-analytically Investigating the Role Type of Motivation Plays in the Prediction of Key Training Outcomes

摘要

The extant research has not been consistent in the way motivation is conceptualized and measured in learning contexts, with prior research utilizing five different types of motivation derived from three theoretical frameworks-self-determination theory, expectancy theory, and the expectancy-value model. The purpose of the present study was to examine whether type of motivation impacts the motivation-training outcome relationships.