How does motivational dynamics promote learning if training is mandatory?
(2014) the 7th Learning and Professional Development Conference — Location: Oslo (27.August.2014)
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- Abstract
- The purpose of this present paper is to explore the motivational dynamics in the learning process of adult learners enrolled in mandatory training (MT). Over the years, MT has been accepted increasingly so that workers bring up to date their professional knowledge (Curran, Kirby, & Fleet, 2006). However, researchers agree to point out that the answer to the question ‘Do I want to do the course?’ is determinant for the individuals’ engagement in the learning tasks (Eccles, 2006). As a consequence, some authors question the effectiveness of MT. They argue that no evidence exists to indicate that enrollment ensures effective learning (Queeney & English, 1994). Therefore, this research aims at investigating whether adult learners’ motivation increase over time when enrolled in MT and under which circumstances, and how these variables influence learning. To explore these issues, we developed an integrated model on basis of three theoretical frameworks: the expectancy-value theory (Eccles & Wigfield, 2002), the self-system model of motivational development (Connell & Wellborn, 1991) and the theory of planned behavior (Fishbein & Ajzen, 2010). The hypothetical model was tested among a specific population, namely drinking-driving offenders. A sample of 150 offenders attending MT answered the self-reported questionnaire between November and December 2013. Participants responded at two times, at the beginning and at the end of the training, with a two weeks interval. Data were collected in the French and Dutch-speaking parts of Belgium (respectively, N = 57, N = 83). At the paper session the regression results of the hypothetical model tested will be presented.
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Jacot, A., Raemdonck, I., & Frenay, M. (2014). How does motivational dynamics promote learning if training is mandatory? the 7th Learning and Professional Development Conference, Oslo. https://hdl.handle.net/2078.5/198208