An investigation of individual and contextual factors influencing training variables
Journal
Social Behavior and Personality
Journal Issue
33
Pages
159-174
Date Issued
2005-05
Author(s)
Abstract
This study represents an investigation of modeling training motivation and learning from both individual and contextual perspectives. Participants were 250 undergraduate business students who entered a remedial training class as a result of their failure to pass the previous course. The individual factor, self-efficacy, was found to correlate with learning partly through the mediation of training motivation. The contextual factor, interactional justice experienced in the class they previously failed, moderated the effect of self-efficacy on training motivation. Implications for future research and organizations are discussed.
SDGs
Type
journal article