Understanding the relation between motivation and learning during mandatory training.
(2015) 16th Biennial EARLI Conference for research on learning and instruction — Location: Cyprus (25.August.2015)
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- Abstract
- The present paper aims at investigating the link between motivation and learning in a mandatory training (MT) context. Over the past decades, MT has been accepted increasingly so that workers bring up to date their professional knowledge. However, literature has largely demonstrated that the experience of choice when enrolling in a learning activity is determinant for the individuals’ motivation and performance. Some authors argue that no evidence exists to indicate that enrollment ensures effective learning. Therefore, the purpose of the current research is to examine how motivation predicts actual learning in case of mandatory enrollment in training. An integrated model was developed on basis of the expectancy-value theory by Eccles and Wigfield, and the theory of planned behavior by Fishbein and Ajzen. Two studies were conducted among a specific population, namely driving-drinking offenders (N1= 114; N2 = 300) who were mandatorily enrolled in a training to prevent offenders from future drinking while driving or inversely. The participants were asked to answer self-reported questionnaires at the beginning and at the end of the training. A multiple mediation model technique was used to test if subjective task value, a component of motivation, predicts the behavioral intention change through attitude, moral norm and perceived behavioral control. The first study showed the crucial role of subjective task value and moral norm to explain the change in behavioral intention. In the study 2, similar results to study 1 are expected. In addition, the study 2 aims at observing the link between behavioral intention and behavior.
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Citations
Jacot, A., Raemdonck, I., Frenay, M., & Marione, A. (2015). Understanding the relation between motivation and learning during mandatory training. 16th Biennial EARLI Conference for research on learning and instruction, Cyprus. https://hdl.handle.net/2078.5/190642