Pointing out conceptuel and measurement issues in studies on learning motivation and training motivation in workplace settings. A literature review.

Kochoian, Nané;Raemdonck, Isabel;Frenay, Mariane
(2022) Research Approaches on Workplace Learning, Professional and Practice-based Learning — ISBN: [978-3-030-89581-5], p. pp 77-115, published

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Abstract
Today’s workplace presents rapid changes highlighting the importance for workers to engage in continuous learning. Given the central role of motivation in learning process, it is important to start with developing a good understanding of the way it is defined and measured in the literature. In the present study, we focus specifically on ‘learning motivation’ and ‘training motivation’, as constructs describing motivation for workplace learning in empirical studies. We analyze the way these both constructs are conceptualised, measured and relate to other variables studied in the selected articles. Inclusion criteria capture empirical studies on training and learning motivation in the context of work. Based on a total of 47 articles, our results suggest that there is no clear distinction between the examined constructs. Moreover, there is a lack of reference to motivational and learning theories in the way ‘learning motivation’ and ‘training motivation’ are, both, defined and measured. The article discusses results and brings suggestions that might clarify and overcome the issues related to the use of various terminology with no clear conceptual difference.
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Kochoian, N., Raemdonck, I., & Frenay, M. (2022). Pointing out conceptuel and measurement issues in studies on learning motivation and training motivation in workplace settings. A literature review. In Harteis, C., Gijbels, D., Kyndt, E. (eds) (ed.), Research Approaches on Workplace Learning, Professional and Practice-based Learning (2022 ed., p. p. pp 77-115). Springer. https://doi.org/10.1007/978-3-030-89582-2_4