Self-determination theory as a model for motivation in a training context.

Abstract

As billions of dollars are spent annually on employee training, designers and instructors are continuing to look for ways to increase training efficiency and effectiveness. Prior research has demonstrated the importance of trainee motivation. However, little research has been conducted to help explain training motivation and understand its origins. This study examines Self-Determination Theory as a framework to explain motivation in a training setting. The relationships between motivation, self-regulation, perceived autonomy support, perceived competence, general causality orientation, basic needs, and learning outcomes were investigated in a job-training context.

The information from this study will aid training designers and instructors in the development of training curriculum and environments that will increase levels of training motivation, learning, and performance. Implications for training research and practices will be discussed.

One-hundred and seventeen moderately educated employees of a large organization participated in a 3-week training program. The program was designed to teach each student how to troubleshoot and repair electrical problems in large machinery. Motivational variables were measured during the training program by 6 questionnaires. Achievement was measured by 3 declarative knowledge-based examinations and 3 procedural knowledge-based examinations that were administered throughout the training program. Correlation and regression analyses were used to analyze the data.