是时候更新和扩展培训动机理论了吗？21世纪培训动机研究的元分析综述
Is it time to update and expand training motivation theory? A meta-analytic review of training motivation research in the 21st century
——原载美国《应用心理学杂志》2022年第107卷第7期——
<Journal of Applied Psychology >, 2022, 107 (7)
【摘要】Colquitt等（Journal of Applied Psychology, 2000, 85, p. 678）基于元分析和模型检验的整合理论是我们理解培训动机的基础。然而，由于几个原因，该理论在今天的适用性可能受到限制。自Colquitt等（同上）提出并验证他们的理论以来，培训动机的研究有了显着增长。此外，元分析和模型检验的进步允许对理论进行比以前更完整更严格的测试。因此，研究人员在Colquitt等（同上）和过去20年进行的其他研究的基础之上，提出并检验了一个现代综合培训动机理论。为此，研究对167项独立研究进行了更新的元分析检验，并使用传统的元分析结构方程模型（MASEM）和全信息MASEM（FIMASEM）测试了培训动机理论的中介模型。研究结果支持了一个部分中介的培训动机模型，其中涵盖Colquitt等（同上）未包括的额外前因（如，经验的开放性、外向性、宜人性和目标导向）和学习结果（如，离职意向和工作满意度）。此外，研究进行了探索性分析，以了解学习动机和学习结果前因的相对重要性，以及培训和学习特征对学习动机及其前因和后果之间关系的调节作用。最后，作者讨论了研究结果对理论、实践和未来研究方向的启示。【关键词】学习，元分析，学习动机，培训动机
[Abstract] Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) integrative theory based on meta-analysis and model testing has served as the foundation for our understanding of training motivation. However, the applicability of the theory today may be limited for several reasons. There has been significant growth in training motivation research since Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) proposed and tested their theory. Also, advances in meta-analysis and model testing allow for a more complete and rigorous test of the theory than was previously possible. As a result, we propose and test a contemporary and comprehensive theory of training motivation based on Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) and other studies conducted over the last 20 years. To do so, we conducted an updated meta-analytic review of 167 independent studies and tested a mediation model of training motivation theory using both conventional meta-analytic structural equation modeling (MASEM) and full-information MASEM (FIMASEM). The results support a partially mediated model of training motivation that includes additional antecedents (e.g., openness to experience, extroversion, agreeableness, and goal orientation) and learning outcomes (e.g., turnover intentions and job satisfaction) not included in Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678). In addition, we conducted exploratory analyses to understand the relative importance of the antecedents of both motivation to learn and learning outcomes and the moderating role of training and studying characteristics on the relationships between motivation to learn and its antecedents and consequences. Finally, the authors discuss the implications of the results for theory, practice, and future research directions. [Key words] learning, meta-analysis, motivation to learn, training motivation
论文原文：Chung, S., Zhan, Y., Noe, R. A., & Jiang, K. (2022). Is it time to update and expand training motivation theory? A meta-analytic review of training motivation research in the 21st century. Journal of Applied Psychology, 107(7), 1150–1179. https://doi.org/10.1037/apl0000901 
