Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research.

By J. Colquitt, Jeffrey LePine, Raymond A. Noe. Journal of Applied Psychology, 2000

2,245 citations recorded by the source corpus.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/b610f26857e193eeadf89b96fc8b316c96bb6775

How researchers see this paper

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

In Applied Psychology

In Organizational Behavior and Human Resource Management

In Public Health, Environmental and Occupational Health

Citations in the corpus

Gender Differences in Leadership Role Occupancy: The Mediating Role of Power Motivation (2014, background): “Hence, they tend to make better use of developmental opportunities, which fosters the development of leadership-relevant skills, knowledge, and abilities (Colquitt et al. 2000).”
Developing and Validating an Observational Learning Model of Computer Software Training and Skill Acquisition (2003, methodology): “…performance beyond immediate task performance, there is empirical evidence that post-training self-efficacy affects subsequent task performance beyond immediate task performance (Ackerman et al. 1995, Colquitt et al. 2000, Johnson and Marakas 2000, Mathieu et al. 1993, Stajkovic and Luthans 1998).”
Student Learning Motivation and Psychological Hardiness: Interactive Effects on Students' Reactions to a Management Class (2004, background): “Furthermore, it is well established that individuals’ learning motivation is associated with numerous learning outcomes, including postlearning motivation, satisfaction and reactions to the training, and anxiety (Colquitt et al., 2000).”
The role of coachee characteristics in executive coaching for effective sustainability (2013, background): “Colquitt et al. (2000) suggested that pre-training self-efficacy predicts motivation to learn, and define “pre-training self-efficacy” as confidence in one’s ability to benefit from training.”
The science of training: a decade of progress. (2001, background): “An exception is a recent effort by Colquitt et al (2000) that has shed light on the underlying processes and variables involved in understanding training motivation throughout the training process.”
Perceived importance as a mediator of the relationship between training assignment and training motivation (2003, background): “Colquitt et al. (2000) argued that because the effects of motivational variables on learning are stronger than that of cognitive ability, Personnel Review Vol. 32 No. 2, 2003 pp. 151-163 q MCB UP Limited 0048-3486 DOI 10.1108/00483480310460199 only a “g-centric” approach to trainability is not…”