Motivation to Learn

MOTIVATION TO LEARN AND COURSE SATISFACTION: EXAMINING THE

RELATIONSHIP USING THE TRAINING MOTIVATION MODEL

Kristin Firmery

University of North Texas

RESEARCH PROBLEM

Learning

Environments

Examination of

Framework

(Learning Outcomes)

Learning

Development

Framework

Classroom

Online

Blended

Reaction

Behavior

ChangeLearning

Results

Motivation to

LearnIndividual/Instruct

ional

Characteristics

Learning

Outcomes

STUDIES ADDRESSING THE PROBLEM Klein, H. J., Noe, R. A., & Wang, C. (2006).

Model: Training Motivation Model (Self)

Central Purpose:

Sample: 600 students enrolled in classroom or blended learning courses in 6 different business courses, quasi-experimental,

Key Results:

Motivation to learn was significantly related to course outcomes (Satisfaction, metacognition, and grades)

Motivation to learn was high in learners in a blending learning environment, with high learning goal orientation, and who perceived environmental features as enablers.

Significant interactions between delivery mode, LGO, and perceived barriers/enablers on motivation to learn and course satisfaction.

Average response rate 35%

Discrepancies:

Fewer threats to internal validity if they held course and instructor constant

Low Response Rate

Noe & Schmitt (1986)

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:

STUDIES ADDRESSING THE PROBLEM Rowold, J. (2007)

Model: Personality and Training Motivation (Self)

Central Purpose: Dispositional Influence on Training-Related Aspects of Motivation

Sample: Convenience Sample of 94 Employees from 10 of 22 Call Centers in an Organization participated in a one day training module with role play, feedback, and discussion. Participation was voluntary. High drop-out rate. Age 19-48 (M=27, SD= 6.5)

Key Results:

Motivation to learn was predicted by extraversion and agreeableness

Transfer motivation was predicted by motivation to learn, extraversion, and emotional stability

Extraversion’s impact on transfer motivation was partically mediated by motivation to learn

Discrepancies:

Larger Sample Size

Did not take organizational climate into concern

Key output indicators of effective training should be the focus of future research

STUDIES ADDRESSING THE PROBLEM

Bell & Ford (2007)

Model: Conceptual Model of Reactions

to Skills Assessment

Central Purpose:

Sample:

Key Results:

Discrepancies:

Noe (2013)

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:


Quinones, M. A. (1995)

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:

Ackerman, D. S., & Hu, J. (2011)

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:


Colquitt, J. A., Lepine, J. A., & Noe, R. A. (2000).

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:

Lilly, B., & Tippins, M. J. (2002).

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:


Salas, E., & Cannon-Bowers, J. A. (2001)

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:

Tannenbaum, S. I., Mathieu, J. E., Salas, E., &

Cannon-Bowers, J. A. (1991).

Model:

Central Purpose:

Sample:

Key Results:

Discrepancies:

DEFICIENCIES IN PAST LITERATURE

Deficiencies

Noe, R. A. & Schmitt

(1986)

• Larger Sample Size

• Consideration for Organization Climate (Due to study only in Education Environment)

• Content

• Method Bias

Klein, H. J., Noe, R. A., &

Wang, C. (2006)

• Larger Sample Size

• Consideration for Organization Climate (Due to study only in Education Environment)

• Content

Kim, K.,Bonk, C.J., &Oh,

E. (2008)

• Response Rate Not Established

• Research does not define “blended-learning” variable

Ackerman & Hu (2011) • Missing laboratory condition

• Missing group and individual differentiation of autonomy

• Missing the relationship between learning styles, student

performance, and learning outcomes


Deficiencies

Colquitt, J.A., Lepine, J.A.,Noe, R.A. (2000)

Liu, J., Hu, J., Furutan, O.(2013)

Krishen, A.S. (2013)

Quiñones, M.A. (1995)


Deficiencies

Noe, R. & Schmitt, N. (1986)

SIGNIFICANCE OF STUDY

Why should the study be conducted?

For whom should the study be conducted?

Why conduct the study now?

PURPOSE OF STUDY

Training Motivation Theory by Klein, Noe, and Wang (2006)

Relative Effectiveness of Delivery Modes

Hypothesis: Motivation to learn will be positively related to course satisfaction.

Independent Variable: Motivation to

Learn

Dependent Variable: Course Satisfaction

LEAD-IN PARAGRAPH

Cross-Sectional Study

“Motivation to Learn refers to a particular training event in the near future”

(Rowold, 2007)

Research Design

POPULATION

Career and Technology Educators, Administrators, and Counselors in the state of

Texas

_____ School Districts

16 Career Clusters

% Agriculture

% Architecture

% Arts and AV

SAMPLE

# Educators at Texas Career and Education Conference

# Educators

# Administrators

# Counselors

% Per Cluster

% Per Cluster as it relates to the Population

POWER ANALYSIS

Inputs Outputs

Effect Size .15 Sample Size 55

α err prob .05 Actual

Power

.805082

6

Power .80

Predictors 1

A Priori Analysis of a Pearson

Correlation

INSTRUMENTATION

Survey Data

Five-Point Likert Scale For Each Item

Strongly Disagree (1) to Strongly

Agree (5)

IV: Motivation to Learn

Hicks (1983), Noe and Schmitt

(1983), and Liu, Hu, and Furutan

(2013)

4 Survey Items

DV: Course Satisfaction

Liu et al. (2013), Ackerman and Hu

(2011), and Oliver (1980)

DATA COLLECTION

DATA ANALYSIS

RESULTS