Motivational Influences on Transfer

By Kevin J. Pugh, David A. Bergin. 2006

204 citations recorded by the source corpus.

Subfields: Applied Psychology, Education, Experimental and Cognitive Psychology

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In Applied Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The influence of framing on transfer: initial evidence from a tutoring experiment (2011, background): “A ninth question ‘‘How much did you care about learning about the cardiovascular/respiratory system’’ (1 = not very much, 7 = a lot) was included to provide a basic measure of each student’s degree of motivation, which may also contribute to transfer ( Pugh and Bergin 2006 ).”
The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, background): “In contrast, students who adopt a performance-avoidance goal orientation are more likely to use surface cognitive strategies such as rote memorization and rehearsal (Liem et al., 2008; Pugh & Bergin, 2006; Watkins et al., 2002, 2003).”
Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “Transfer is more broadly defined by emphasizing ability in the application of knowledge and skills (Pugh & Bergin, 2006), compared to transformative experience that focuses on the feeling (affective), value (cognitive), and action (behavioral).”
Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition (2016, background): “This transfer of learning is described as a process that measures the effective extent to which past experiences (the transfer source) can be applied in a new situation to improve learning and performance (Pugh & Bergin, 2006).”
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, background): “Specifically, the reliance on transfer as a performance measure allows researchers from a mainstream cognitive perspective to investigate the relationship between transfer and other factors such as motivation, achievement goals, metacognition, and learning disabilities ( Belenky & Nokes-Malach, 2012”
Social Support in the Workplace and Training Transfer: A longitudinal analysis (2010, unknown): “…directly with specific transfer outcomes has overall been limited (Kontoghiorghes, 2002; Machin & Fogarty, 2004; Seyler, Holton, Bates, Burnett, & Carvalho, 1998), compared with fairly strong support for pretraining motivation and motivation to learn (Burke & Hutchins, 2007; Pugh & Bergin, 2006).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “In light of these patterns, several theorists have hypothesized that the differential use of these learning approaches can account for the relationships that the two goals have with achievement ( Brophy, 2005 ; Butler, 2000 ; Kaplan & Maehr, 2007 ; Kaplan & Middleton, 2002 ; Midgley et al, 2001 ”
Predicting Autonomous and Controlled Motivation to Transfer Training (2009, unknown): “Given the empirical evidence on the positive relation of satisfaction measures to autonomous forms of motivation (Ratelle et al., 2007; Ryan & Connell, 1989; Vansteenkiste et al., 2007), we expected that satisfaction was positively related to autonomous motives for training transfer (Hypothesis 3). ”
Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning (2012, background): “However, there has been only limited empirical evidence for a direct link between mastery-approach goals and transfer ( Pugh & Bergin, 2006 ).”
Transfer of Learning Transformed. (2013, background): “With regard to motivation, Pugh and Bergin (2006) discussed how motivational factors affect transfer by influencing the quality of initial learning, by promoting the cognitive engagement of learners, by influencing the initiation of transfer attempts, and by contributing to learner persistence.”