MOTIVATION TO LEARN AND COURSE OUTCOMES: THE IMPACT OF DELIVERY MODE, LEARNING GOAL ORIENTATION, AND PERCEIVED BARRIERS AND ENABLERS

By H. Klein, Raymond A. Noe, Chongwei Wang. 2006

485 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3f748596c2ecaec33bde1a2970cfeab43e454116

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Elliot
2. Markus A. Maier
3. A. D'Amato
4. Eduardo Salas
5. Kurt Kraiger
6. John E. Mathieu
7. Reinhard Pekrun
8. Thomas Goetz

In Education

1. A. Elliot
2. Markus A. Maier
3. Reinhard Pekrun
4. Kimberly A. Smith-Jentsch
5. Eduardo Salas
6. Kurt Kraiger
7. John E. Mathieu
8. Scott I. Tannenbaum

In Social Psychology

1. Reinhard Pekrun
2. A. Elliot
3. Markus A. Maier
4. Kou Murayama
5. Scott I. Tannenbaum
6. John E. Mathieu
7. Eduardo Salas
8. Thomas Goetz

Citations in the corpus

• The Science of Training and Development in Organizations (2012, background): “In both Tracey et al. (2001) and H. J. Klein et al. (2006), motivation to learn was positively related to measures of trainee satisfaction and learning.”
• Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis (2018, background): “Further, Klein et al. (2006) suggested that when individuals lack the time needed to participate in learning opportunities, they will be less likely to engage in them because they are less motivated to do so, whereas when time is more plentiful (or there is a lighter workload), individuals have…”
• Learning orientation, organizational commitment and talent retention across generations (2008, background): “Thus, they believe that they themselves must take responsibility for their career, and are prepared to make quick career transitions and take advantage of unexpected learning opportunities (Brousseau et al., 1996; Hirsch and Shanley, 1996; Klein et al., 2006; Solomon, 1992).”
• Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance. (2009, result): “…2003; Malka & Covington, 2005; Sullivan, Worth, Baldwin , & Rothman, 2006; Zusho et al., 2005), although in some studies, mastery goals remain positive predictors of performance in simultaneous analyses (Church et al., 2001; Klein, Noe, & Wang, 2006; Porath & Bateman, 2006; Sideridis, 2007 ).”
• Benefits of training and development for individuals and teams, organizations, and society. (2009, background): “In a field study of learners in a traditional classroom or blended learning course, Klein et al. (2006) found that learners had a higher motivation to learn when they had a high learning goal orientation (rather than a lower learning goal orientation ) and when they perceived environmental…”
• Scale Coarseness as a Methodological Artifact (2009, background): “About 10 years later, Komorita and Graham (1965) collected data from 260 students using two different scales (i.”