A1 Refereed original research article in a scientific journal
Age-related differences in the relation between Motivation to learn and transfer of training in adult continuing education
Authors: Gegenfurtner A, Vauras M
Publisher: ACADEMIC PRESS INC ELSEVIER SCIENCE
Publication year: 2012
Journal: Contemporary Educational Psychology
Journal name in source: CONTEMPORARY EDUCATIONAL PSYCHOLOGY
Journal acronym: CONTEMP EDUC PSYCHOL
Number in series: 1
Volume: 37
Issue: 1
First page : 33
Last page: 46
Number of pages: 14
ISSN: 0361-476X
DOI: https://doi.org/10.1016/j.cedpsych.2011.09.003
Web address : www.journals.elsevier.com/contemporary-educational-psychology
Abstract
This meta-analysis (k=38, N=6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and workplace curiosity, two views on motivational change over the trajectory of a working life were evaluated: the view of age-related motivational decline and the view of age-related motivational maintenance. Results showed a main effect of age on motivation to learn (beta=.44) and a moderating effect of age (beta=.59) on the relation between motivation to learn and transfer of training (rho = 0.33). Both effects were in the positive direction, indicating support for the view of age-related motivational maintenance. Age-related differences were moderated by boundary conditions of training design (social training vs. individual training), study characteristics (publication source, study setting, SS/SMC bias, use of control groups, survey modality, instrument), and participant characteristics (level of education, attendance policy, work context). The findings are discussed in terms of their implications for theories of age-related changes in training motivation and their significance for the design of training programs for older learners. (C) 2011 Elsevier Inc. All rights reserved.
This meta-analysis (k=38, N=6977) examined age-related differences in the relation between motivation to learn and transfer of training, using data derived from the literature on adult continuing education of the past 25 years. Based on socioemotional selectivity theory, a lifespan approach to expectancy theory, and research on interest and workplace curiosity, two views on motivational change over the trajectory of a working life were evaluated: the view of age-related motivational decline and the view of age-related motivational maintenance. Results showed a main effect of age on motivation to learn (beta=.44) and a moderating effect of age (beta=.59) on the relation between motivation to learn and transfer of training (rho = 0.33). Both effects were in the positive direction, indicating support for the view of age-related motivational maintenance. Age-related differences were moderated by boundary conditions of training design (social training vs. individual training), study characteristics (publication source, study setting, SS/SMC bias, use of control groups, survey modality, instrument), and participant characteristics (level of education, attendance policy, work context). The findings are discussed in terms of their implications for theories of age-related changes in training motivation and their significance for the design of training programs for older learners. (C) 2011 Elsevier Inc. All rights reserved.
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