Investigating the link between Motivation to Learn and Training Satisfaction for CTE Educators presented at Texas Career Education Summer Conference 2014.

1. MOTIVATION TO LEARN
AND COURSE SATISFACTION: EXAMINING THE
RELATIONSHIP USING THE TRAINING
MOTIVATION MODEL
Kristin Firmery
University of North Texas

2. RESEARCH PROBLEM
Learning
Environments
Examination of
Framework
(Learning Outcomes)
Learning
Development
Framework
Classroom
Online
Blended
Reaction
Behavior
ChangeLearning
Results
Motivation to
LearnIndividual/Instruct
ional
Characteristics
Learning
Outcomes

3. STUDIES ADDRESSING THE PROBLEM
 Klein, H. J., Noe, R. A., & Wang, C. (2006).
 Model: Training Motivation Model (Self)
 Central Purpose:
 Sample: 600 students enrolled in classroom or blended learning courses in
6 different business courses, quasi-experimental,
 Key Results:
 Motivation to learn was significantly related to course outcomes
(Satisfaction, metacognition, and grades)
 Motivation to learn was high in learners in a blending learning environment,
with high learning goal orientation, and who perceived environmental
features as enablers.
 Significant interactions between delivery mode, LGO, and perceived
barriers/enablers on motivation to learn and course satisfaction.
 Average response rate 35%
 Discrepancies:
 Fewer threats to internal validity if they held course and instructor constant
 Low Response Rate
 Noe & Schmitt (1986)
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:

4. STUDIES ADDRESSING THE PROBLEM Rowold, J. (2007)
 Model: Personality and Training Motivation (Self)
 Central Purpose: Dispositional Influence on Training-Related Aspects of
Motivation
 Sample: Convenience Sample of 94 Employees from 10 of 22 Call
Centers in an Organization participated in a one day training module with
role play, feedback, and discussion. Participation was voluntary. High
drop-out rate. Age 19-48 (M=27, SD= 6.5)
 Key Results:
 Motivation to learn was predicted by extraversion and agreeableness
 Transfer motivation was predicted by motivation to learn, extraversion, and
emotional stability
 Extraversion’s impact on transfer motivation was partically mediated by
motivation to learn
 Discrepancies:
 Larger Sample Size
 Did not take organizational climate into concern
 Key output indicators of effective training should be the focus of future
research

5. STUDIES ADDRESSING THE PROBLEM
 Bell & Ford (2007)
 Model: Conceptual Model of Reactions
to Skills Assessment
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:
 Noe (2013)
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:

6. STUDIES ADDRESSING THE PROBLEM
 Quinones, M. A. (1995)
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:
 Ackerman, D. S., & Hu, J. (2011)
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:

7. STUDIES ADDRESSING THE PROBLEM
 Colquitt, J. A., Lepine, J. A., & Noe, R. A. (2000).
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:
 Lilly, B., & Tippins, M. J. (2002).
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:

8. STUDIES ADDRESSING THE PROBLEM
 Salas, E., & Cannon-Bowers, J. A. (2001)
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:
 Tannenbaum, S. I., Mathieu, J. E., Salas, E., &
Cannon-Bowers, J. A. (1991).
 Model:
 Central Purpose:
 Sample:
 Key Results:
 Discrepancies:

9. DEFICIENCIES IN PAST LITERATURE
Deficiencies
Noe, R. A. & Schmitt
(1986)
• Larger Sample Size
• Consideration for Organization Climate (Due to study only in Education Environment)
• Content
• Method Bias
Klein, H. J., Noe, R. A., &
Wang, C. (2006)
• Larger Sample Size
• Consideration for Organization Climate (Due to study only in Education Environment)
• Content
Kim, K.,Bonk, C.J., &Oh,
E. (2008)
• Response Rate Not Established
• Research does not define “blended-learning” variable
Ackerman & Hu (2011) • Missing laboratory condition
• Missing group and individual differentiation of autonomy
• Missing the relationship between learning styles, student
performance, and learning outcomes

10. DEFICIENCIES IN PAST LITERATURE
Deficiencies
Colquitt, J.A., Lepine, J.A.,
Noe, R.A. (2000)
Liu, J., Hu, J., Furutan, O.
(2013)
Krishen, A.S. (2013)
Quiñones, M.A. (1995)

11. DEFICIENCIES IN PAST LITERATURE
Deficiencies
Noe, R. & Schmitt, N.
(1986)

12. SIGNIFICANCE OF STUDY
 Why should the study be conducted?
 For whom should the study be conducted?
 Why conduct the study now?

13. PURPOSE OF STUDY
 Training Motivation Theory by Klein, Noe, and Wang (2006)
 Relative Effectiveness of Delivery Modes
 Hypothesis: Motivation to learn will be positively related to course satisfaction.
 Independent Variable: Motivation to
Learn
 Dependent Variable: Course Satisfaction

14. LEAD-IN PARAGRAPH
Cross-Sectional Study
“Motivation to Learn refers to a particular training event in the near future”
(Rowold, 2007)
Research Design

15. POPULATION
Career and Technology Educators, Administrators, and Counselors in the state of
Texas
_____ School Districts
16 Career Clusters
% Agriculture
% Architecture
% Arts and AV

16. SAMPLE
# Educators at Texas Career and Education Conference
# Educators
# Administrators
# Counselors
% Per Cluster
% Per Cluster as it relates to the Population

17. POWER ANALYSIS
Inputs Outputs
Effect Size .15 Sample Size 55
α err prob .05 Actual
Power
.805082
6
Power .80
Predictors 1
A Priori Analysis of a Pearson
Correlation

18. INSTRUMENTATION
Survey Data
Five-Point Likert Scale For Each Item
Strongly Disagree (1) to Strongly
Agree (5)
IV: Motivation to Learn
Hicks (1983), Noe and Schmitt
(1983), and Liu, Hu, and Furutan
(2013)
4 Survey Items
DV: Course Satisfaction
Liu et al. (2013), Ackerman and Hu

19. DATA COLLECTION

20. DATA ANALYSIS

21. RESULTS