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Dimensions of Motivation to Transfer: A Longitudinal Analysis of Their Influence on Retention, Transfer, and Attitude Change

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Abstract

This longitudinal study examined the multidimensionality of motivation to transfer training. Based on self-determination theory, expectancy theory, and the theory of planned behaviour, motivation to transfer was conceptualized in three dimensions: autonomous motivation to transfer, controlled motivation to transfer, and intention to transfer. Relationships of these dimensions with attitudes toward training content, knowledge test performance, and self- and supervisory-assessed transfer were investigated to understand further the mediating role of intentions in the transfer process. Participants were 128 trainees in occupational health and safety programs. Confirmatory factor analysis indicated good fit of the proposed three-factor structure. Partial least squares (PLS) based path modelling indicated partial support of the hypothesized relationships. Knowledge gain following training was large (Cohen’s d = 1.00), while attitude change was small (Cohen’s d = 0.27). The findings are discussed in terms of their significance for the development of theories of training effectiveness and their implications for evaluating professional development.

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Authors and Affiliations

  1. TUM School of Education, Technische Universität München, Schellingstr. 33, 80799, Munich, Germany

    Andreas Gegenfurtner

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  1. Andreas Gegenfurtner
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Correspondence to Andreas Gegenfurtner.

Appendix

Appendix

Wording of the Three Scales Measuring Motivation to Transfer

  1. 1.

    Autonomous motivation to transfer

    • While applying training at work, I can learn a lot.

    • This learning is important to me.

    • Successfully applying the training content is an exciting challenge for me.

    • This challenge is important to me.

  2. 2.

    Controlled motivation to transfer

    • My supervisor will probably appreciate successful training application (e.g. through praise).

    • This appreciation is important to me.

    • Successfully applying the training content will probably result in a material reward, such as a financial bonus.

    • These material rewards are important to me.

  3. 3.

    Intention to transfer

    • I will try to use the training content in my workplace.

    • I feel able to use the training content at work.

    • The training has prepared me well for applying the training content.

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Gegenfurtner, A. Dimensions of Motivation to Transfer: A Longitudinal Analysis of Their Influence on Retention, Transfer, and Attitude Change. Vocations and Learning 6, 187–205 (2013). https://doi.org/10.1007/s12186-012-9084-y

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