Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study.

Conscientiousness and goal orientation were examined as (a) predictors of motivation to learn and (b) moderators of reactions to performance levels during the learning process, using an Expectancy × Valence framework. Learners (N = 103) participated in a 6week course in which an objective performance goal was assigned. Results indicated that conscientiousness and learning orientation were positively related to motivation to learn both initially and after performance feedback was given, whereas performance orientation was negatively related to motivation to learn at those 2 time periods. In addition, learning and performance orientation moderated the relationships between performance levels during the learning process and subsequent expectancy and valence. The increasing complexity of the tasks to be performed in the future workplace is likely to place an even greater emphasis on training programs, as evidenced by the fact that no less than six chapters in Howard's (1995) The Changing Nature of Work noted the need for improved training approaches. The increased emphasis on training will necessitate a commitment on the part of selection programs to provide motivated trainees. Such a commitment could create internal fit and synergy among human resources practices, potentially improving firm performance (Becker & Gerhart, 1996; Delery & Doty, 1996). One stream of literature that can inform practitioners in this area is the research on motivation to learn, defined here as a desire on the part of trainees to learn the content

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