Skip to main content
SpringerLink
Log in

Toward a unified model of motivation for training transfer: a phase perspective

Ein Phasen – Modell von Motivation für Transfer in Weiterbildung

  • Published:
Zeitschrift für Erziehungswissenschaft Aims and scope Submit manuscript

Abstract

Understanding behavior change after training is a complex endeavour in science. Although motivation theories provide avenues for understanding why individuals change their behavior after training, training research has adopted those theories sporadically, resulting in a fragmented understanding of trainee motivation. This study aims to present a unified model for understanding behavior change after training. The model integrates elements from validated motivation theories in three phases: (a) forming transfer intentions, influenced by attitudes, norms, and perceived transfer control, (b) actualizing implementation intentions for transfer, and (c) strengthening transfer commitment. Conceptual and instructional implications for training research are discussed.

Zusammenfassung

Das Verstehen von Verhaltensänderung nach Fort- und Weiterbildungen ist ein komplexes wissenschaftliches Problem. Obwohl Motivationstheorien hilfreiche Erklärungsansätze liefern, warum Teilnehmende ihr Verhalten nach einer Weiterbildung ändern, hat die Weiterbildungsforschung diese motivationalen Theorien bislang nur sporadisch aufgegriffen: das hat zu einem fragmentarischen Verständnis von Weiterbildungsmotivation geführt. Dieser Artikel präsentiert ein integratives Modell zur Erklärung von Verhaltensänderung nach Weiterbildungen. Das Modell integriert Elemente validierter Motivationstheorien in drei Phasen: a) das Bilden von Transferintentionen, beeinflusst von Einstellungen, Normen und wahrgenommener Transferkontrolle, b) das Stärken von Transfercommitment, und c) das Aktualisieren von Implementationsintentionen für Transfer. Konzeptionelle und instruktionale Implikationen für Weiterbildungsforschung werden diskutiert.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Aarts, H., Gollwitzer, P. M., & Hassin, R. R. (2004). Goal contagion: Perceiving is for pursuing. Journal of Personality and Social Psychology, 87, 23–37.

    Article  Google Scholar 

  • Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action-control: From cognition to behavior (pp. 11–39). Heidelberg: Springer.

    Chapter  Google Scholar 

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decisions Processes, 50, 179–211.

    Article  Google Scholar 

  • Ajzen, I., Czasch, C., & Flood, M. G. (2009). From intentions to behavior: Implementation intention, commitment, and conscientiousness. Journal of Applied Social Psychology, 39, 1356–1372.

    Article  Google Scholar 

  • Albarracín, D., Johnson, B. T., & Zanna, M. P. (2005). The handbook of attitudes. Mahwah: Erlbaum.

    Google Scholar 

  • Arden, M. A., & Armitage, C. J. (2008). Predicting and explaining transtheoretical model stage transitions in relation to condom-carrying behavior. British Journal of Health Psychology, 13, 719–735.

    Article  Google Scholar 

  • Armitage, C. J. (2007). Efficacy of a brief worksite intervention to reduce smoking: The roles of behavioral and implementation intentions. Journal of Occupational Health Psychology, 12, 376–390.

    Article  Google Scholar 

  • Armitage, C. J., & Arden, M. A. (2008). How useful are the stages of change for targeting interventions? Randomized test of a brief intervention to reduce smoking. Health Psychology, 27, 789–798.

    Article  Google Scholar 

  • Armitage, C. J., & Sprigg, C. A. (2010). The roles of behavioral and implementation intentions in changing physical activity in Young children with low socioeconomic status. Journal of Sport and Exercise Psychology, 32, 359–376.

    Google Scholar 

  • Armitage, C. J., Reid, J. C., & Spencer, C. P. (2011). Evidence that implementation intentions reduce single-occupancy car use in a rural population: Moderating effects of compliance with instructions. Transportmetrica, 7, 455–466.

    Article  Google Scholar 

  • Arnau, L. (2009). La orientación de las personas desempleadas para la adaptación al cambio profesional: Elaboración, aplicación y evaluación de un programa de orientación a alumnos de formación profesional para el empleo. PhD diss., Universitat Autònoma de Barcelona.

  • Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63–105.

    Article  Google Scholar 

  • Bamberg, S. (2002). Effects of implementation intentions on the actual performance of new environmentally friendly behaviors—results of two field experiments. Journal of Environmental Psychology, 22, 399–411.

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). USA: Information Age Publishing.

    Google Scholar 

  • Beech, B., & Leather, P. (2006). Workplace violence in the health care sector: A review of staff training and integration of training evaluation models. Aggression and Violent Behavior, 11, 27–43.

    Article  Google Scholar 

  • Beier, M. E., & Kanfer, R. (2010). Motivation in training and development: A phase perspective. In S. W. J. Kozlowski & E. Salas (Eds.), Learning, training, and development in organizations (pp. 65–97). New York: Routledge.

    Google Scholar 

  • Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065–1105.

    Article  Google Scholar 

  • Bratman, M. (1984). Two faces of intention. The Philosophical Review, XCIII, 375–405.

    Article  Google Scholar 

  • Browne, J. L., & Chan, A. Y. C. (2012). Using the Theory of Planned Behavior and implementation intentions to predict and facilitate upward family communication about mammography. Psychology and Health, 27, 655–673.

    Google Scholar 

  • Burke, L. A. (1997). Improving positive transfer: A test of relapse prevention training on transfer outcomes. Human Resource Development Quarterly, 8, 115–128.

    Article  Google Scholar 

  • Carrington, M. J., Neville, B. A., & Whitwell, G. J. (2010). Why ethical consumers don’t walk their talk: Towards a framework for understanding the gap between the ethical purchase intentions and actual buying behavior of ethically minded consumers. Journal of Business Ethics, 9, 139–158.

    Article  Google Scholar 

  • CEDEFOP. (2011). Learning while working: Success stories on workplace learning in Europe. Luxembourg: Publications Office. http://www.cedefop.europa.eu/EN/Files/3060_en.pdf. Accessed 26 Oct 2014.

  • Chiaburu, D. S., & Marinova, S. V. (2005). What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy, and organizational supports. International Journal of Training and Development, 9, 110–123.

    Article  Google Scholar 

  • Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678.

    Article  Google Scholar 

  • Curry, D., & Caplan, P. (1996). The transfer field: A training exercise. The Child and Youth Care Leader, 7, 28–30.

    Google Scholar 

  • Fazio, R. H., & Olson, M. A. (2003). Implicit measures in social cognition research: Their meaning and use. Annual Review of Psychology, 54, 297–327.

    Article  Google Scholar 

  • Fishbein, M. (1967). readings in attitude theory and measurement. New York: Wiley.

    Google Scholar 

  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading: Addison-Wesley.

    Google Scholar 

  • Fishbein, M., & Ajzen, I. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173–222). Mahwah: Lawrence Erlbaum Associates Publishers.

    Google Scholar 

  • Francis, J. J., Eccles, M. P., Johnston, M., Walker, A., Grimshaw, J., Foy, R., Kaner, E. F. S., Smith, L., & Bonetti, D. (2004). Constructing questionnaires based on the theory of planned behavior. A manual for health services researchers. Newcastle: Center for Health Services Research.

    Google Scholar 

  • Geen, R. G. (1995). Human motivation: A social psychological approach. Thomson Brooks: Cole Publishing.

    Google Scholar 

  • Gegenfurtner, A. (2011a). Motivational influences on transfer: Dimensions and boundary conditions. Turku: Painosalama.

  • Gegenfurtner, A. (2011b). Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions. Educational Research Review, 6, 153–168.

  • Gegenfurtner, A. (2013). Dimensions of motivation to transfer: A longitudinal analysis of their influence on retention, transfer, and attitude change. Vocations and Learning, 6, 187–205.

    Article  Google Scholar 

  • Gegenfurtner, A., & Hagenauer, G. (2013). Achievement goals and achievement goal orientations in education. International Journal of Educational Research, 61(1), 1–4.

    Article  Google Scholar 

  • Gegenfurtner, A., & Seppänen M. (2013). Transfer of expertise: An eye-tracking and think-aloud study using dynamic medical visualizations. Computers & Education, 63, 393–403

    Article  Google Scholar 

  • Gegenfurtner, A., & Vauras, M. (2012). Age-related differences in the relation between motivation to learn and transfer of training in adult continuing education. Contemporary Educational Psychology, 37, 33–46.

    Article  Google Scholar 

  • Gegenfurtner, A., Veermans, K., & Vauras, M. (2013). Effects of computer support, collaboration, and time lag on performance self-efficacy and transfer of training: A longitudinal meta-analysis. Educational Research Review, 8, 75&89.

  • Gegenfurtner, A., Quesada-Pallarès, C., & Knogler, M. (2014). Digital simulation-based training: A metaanalysis. British Journal of Educational Technology, 45(6), 1097&1114.

  • Gegenfurtner,A., Vauras, M., Gruber, H., & Festner, D. (2010). Motivation to transfer revisited. In K. Gómez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines (vol. 1, pp. 452&459). Chicago: International Society of the Learning Sciences.

  • Gegenfurtner, A., Veermans, K., Festner, D., & Gruber, H. (2009a). Motivation to transfer training: An integrative literature review. Human Resource Development Review, 8, 403&423.

  • Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E., & Gruber, H. (2009b). Predicting autonomous and controlled motivation to transfer training. International Journal of Training and Development, 12, 124&138.

  • Gerber, A. S., Green, D. P., & Larimer, C. W. (2008). Social pressure and vote turnout: Evidence from a large-scale field experiment. American Political Science Review, 102, 33–48.

    Article  Google Scholar 

  • Gollwitzer, P. M. (1993). Goal achievement: The role of intentions. European Review of Social Psychology, 4, 141–185.

    Article  Google Scholar 

  • Gollwitzer, P. M. (1996). The volitional benefits of planning. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 287–312). London: Guilford.

    Google Scholar 

  • Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychol-ogist, 54(7), 493–503.

    Article  Google Scholar 

  • Gollwitzer, P. M., & Brandstätter, V. (1997). Implementation intentions and effective goal pursuit. Journal of Personality and Social Psychology, 73, 186.

    Article  Google Scholar 

  • Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69–119.

    Article  Google Scholar 

  • Gollwitzer, P. M., Wieber, F., Myers, A. L., & McCrea, S. M. (2009). How to maximize implementation intention effects. In C. R. Agnew, D. E. Carlston, W. G. Graziano, & J. R. Kelly (Eds.), Then a miracle occurs: Focusing on behavior in social psychological theory and research (pp. 137–161). New York: Oxford University Press.

    Chapter  Google Scholar 

  • Gorges, J., Gegenfurtner, A., & Kuper, H. (in press). Motivationsforschung im Weiterbildungskontext. Zeitschrift für Erziehungswissenschaft, 30, 250.

  • Gratton, L., Povey, R., & Clark-Carter, D. (2007). Promoting children’s fruit and vegetable consumption: Interventions using the theory of planned behavior as a framework. British Journal of Health Psychology, 12, 639–650.

    Article  Google Scholar 

  • Gruber, H. (2013). Marathon running, accreditation of study programmes and professional development in consultancies: Are they all about the same? A cognitive perspective on transfer of training. Educational Research Review, 8, 96–101.

    Article  Google Scholar 

  • Heckhausen, H., & Gollwitzer, P. M. (1987). Thought contents and cognitive functioning in motivational versus volitional states of mind. Motivation and Emotion, 11, 101–120.

    Article  Google Scholar 

  • Holladay, C.L., & Quiñones, M. A. (2003). Practice variability and transfer of training: The role of self-efficacy generality. Journal of Applied Psychology, 88(6), 1094–1103.

    Article  Google Scholar 

  • Holton, E. F. (2005). Holton’s evaluation model: New evidence and construct elaborations. Advances in Developing Human Resources, 7(1), 37–54.

    Article  Google Scholar 

  • Holton, E. F., Bates, R. A., & Ruona, W. E. A. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11, 333–360.

    Article  Google Scholar 

  • Hutchins, H. M., Nimon, K., Bates, R., & Holton, E. F. (2013). Can the LTSI predict transfer performance? Testing intent to transfer as a proximal transfer of training outcome. International Journal of Selection and Assessment, 21, 251–263.

    Article  Google Scholar 

  • Ibáñez, T. (2003). Introducció a la psicologia social. Barcelona: Editorial UOC.

    Google Scholar 

  • Kirwan, C., & Birchall, D. (2006). Transfer of learning from management development programmes: Testing Holton model. International Journal of Training and Development, 10, 252–268.

    Article  Google Scholar 

  • Klein, H. J., Wesson, M. J., Hollenbeck, J. R., & Alge, B. J. (1999). Goal commitment and the goal-setting process: conceptual clarification and empirical synthesis. Journal of Applied Psychology, 84, 885.

    Article  Google Scholar 

  • Knogler, M., Gegenfurtner, A., & Quesada Pallarès, C. (2013). Social design in digital simulations: Effects of single versus multi-player simulations on efficacy beliefs and transfer. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time, and scale (vol. 2, pp. 293–294). Madison, WI: International Society of the Learning Sciences.

  • Kontoghiorghes, C. (2002). Predicting motivation to learn and motivation to transfer learning back to the job in a service organization: A new systemic model for training effectiveness. Performance Improvement Quarterly, 15, 114–29.

    Article  Google Scholar 

  • Kothe, E. J., Mullan, B. A., & Amaratunga, R. (2011). Randomized controlled trial of a brief theory-based intervention promoting breakfast consumption. Appetite, 56, 148–155.

    Article  Google Scholar 

  • Laine, E., & Gegenfurtner, A. (2013). Stability or change? Effects of training length and time lag on achievement goal orientations and transfer of training. International Journal of Educational Research, 61, 71–79.

    Article  Google Scholar 

  • Latham, G. P., & Frayne, C. A. (1989). Self-management training for increasing job attendance: A follow-up and a replication. Journal of Applied Psychology, 74, 411–417.

    Article  Google Scholar 

  • Latham, G. P., & Locke, E. A. (2012). The effect of subconscious goals on organizational behavior. International Review of Industrial and Organizational Psychology, 27, 39–63.

    Google Scholar 

  • Limonero Garcia, J. T. (2003). Motivació i emoció. Barcelona: Editorial UOC.

    Google Scholar 

  • Lin, J., Chan, H., & Xu, L. (2012). A tale of four functions in multifunctional device: Extending implementation intention theory. IEEE Transactions on Professional Communication, 55, 36–54.

    Article  Google Scholar 

  • Locke, E. A. & Latham, G. P. (1984). Goal setting: A motivational technique that works! Englewood Cliffs: Prentice-Hall.

    Google Scholar 

  • Locke, E. A., Latham, G. P., & Erez, M. (1988). The determinants of goal commitment. Academy of Management Review, 13, 23–39.

    Google Scholar 

  • López-Zafra, E., Rodríguez-Espartal, N., & Jiménez-Morales, M. I. (2008). Cultura del honor e inteligencia emocional: “Conceptos compatibles o relacionados”. SUM-MA Psicológica UST, 5, 17–26.

    Google Scholar 

  • Machin, M. A., & Fogarty, G. J. (2003). Perceptions of training—related factors and personal variables as predictors of transfer implementation intentions. Journal of Business and Psychology, 18, 51–71.

    Article  Google Scholar 

  • Milne, S. E., Orbell, S., & Sheeran, P. (2002). Combining motivational and volitional interventions to promote exercise participation: Protection motivation theory and implementation intentions. British Journal of Health Psychology, 7, 163–184

    Article  Google Scholar 

  • Montané, J., Jariot, M., & Rodríguez Parrón, M. (2007). Actitudes, Cambio de Actitudes y Conducción segura: Un enfoque crítico aplicado a la reducción de accidentes. Barcelona: Laertes.

    Google Scholar 

  • Morin, L., & Latham, G P. (2000). The effect of mental practice and goal setting as a transfer of training intervention on supervisors’ self-efficacy and communication skills: An exploratory study. Applied Psychology: An international review, 49, 566–578.

    Article  Google Scholar 

  • Nenkov, G. Y., & Gollwitzer, P. M. (2012). Pre- versus postdecisional deliberation and goal commitment: The positive effects of defensives. Journal of Experimental Social Psychology, 48, 106–121.

    Article  Google Scholar 

  • Noe, R. A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39, 497–523.

    Article  Google Scholar 

  • Orbell, S., & Sheeran, P. (2000). Motivational and volitional processes in action initiation: A field study of the role of implementation intention. Journal of Applied Social Psychology, 30, 780–797.

    Article  Google Scholar 

  • Orbell, S., Hogkins, S., & Sheeran, P. (1997). Implementation intentions and the theory of planned behavior. Personality and Social Psychology Bulletin, 23, 953–962.

    Google Scholar 

  • Ouellette, J. A., & Wood, W. (1998). Habit and intention in everyday life: The multiple processes by which past behavior predicts future behavior. Psychological Bulletin, 124, 54.

    Article  Google Scholar 

  • Palmero, F., Fernández-Abascal, E. G., Martínez, F., & Chóliz, M. (2002). Psicología de la Motivación y la Emoción. Madrid: McGraw-Hill.

    Google Scholar 

  • Petersen, K. K., & Dutton, J. E. (1975). Centrality, extremity, intensity neglected variables in research on attitude-behavior consistency. Social Forces, 54, 393–414.

    Article  Google Scholar 

  • Pineda, P., Quesada, C., & Ciraso, A. (2011a). Evaluating Training Effectiveness: Results of the FET Model in the Public Administration in Spain. Paper presented at the 7th International Conference on Researching Work and Learning (Shanghai, December, 4–7, 2011).

  • Pineda, P., Quesada, C., & Moreno, M. V. (2011b). Avaluació de la transferència de la formació a l’Administració Pública de Catalunya. Barcelona: Escola d’Administració Pública de Catalunya. http://www20.gencat.cat/portal/site/eapc/menuitem.ca54cfbb17b4abf5272a63a7b0c0e1a0/?vgnextoid=f7597976ee1cd210VgnVCM2000009b0c1e0aRCRD&vgnextchannel=f7597976ee1cd210VgnVCM2000009b0c1e0aRCRD&vgnextfmt=default. Accessed 26 Oct 2014.

  • Pineda, P., Quesada, C., Espona, E., Ciraso, A., & García, N. (2012). Evaluación de la eficacia de la formación en la Administración Pública española—ETAPE—El modelo FET. Technical report. http://ddd.uab.cat/pub/estudis/2012/115524/evaefifor_a2012.pdf. Accessed 26 Oct 2014.

  • Pineda-Herrero, P., Quesada-Pallarès, C., & Ciraso-Calí, A. (2014). Evaluation of training transfer factors: The FET model. In K. Schneider (Ed.), Transfer of learning in organizations (pp. 121–144). Heidelberg: Springer.

    Chapter  Google Scholar 

  • Quesada-Pallarès, C. (2012). Training transfer evaluation in the Public Administration of Catalonia: The MEVIT factors model. Procedia—Social and Behavioral Sciences, 46, 1751–1755.

    Article  Google Scholar 

  • Quesada-Pallarès, C. (2014). “Se puede predecir la transferencia de los aprendizajes al puesto de trabajo”: Validación del Modelo de Predicción de la Transferencia. Barcelona: Universitat Autònoma de Barcelona.

    Google Scholar 

  • Rise, J., Thompson, M., & Verplanken, B. (2003). Measuring implementation intentions in the context of the theory of planned behavior. Scandinavian Journal of Psychology, 44, 87–95.

    Article  Google Scholar 

  • Saks, A. M., & Burke, L. A. (2012). An investigation into the relationship between training evaluation and the transfer of training. International Journal of Training and Development, 16, 118–127.

    Article  Google Scholar 

  • Segers, M., & Gegenfurtner, A. (2013). Transfer of training: New conceptualizations through integrated research perspectives. Educational Research Review, 8, 1–4.

    Article  Google Scholar 

  • Seppänen, M., & Gegenfurtner, A. (2012). Seeing through a teacher’s eyes improves students’ imaging interpretation. Medical Education, 46, 1113–1114.

    Article  Google Scholar 

  • Sheeran, P., & Orbell, S. (1999). Implementation intentions and repeated behavior: Augmenting the predictive validity of the theory of planned behavior. European Journal of Social Psychology, 29, 349–369.

    Article  Google Scholar 

  • Sheeran, P., & Orbell, S. (2000). Using implementation intentions to increase attendance for cervical screening. Health Psychology, 19, 283–289.

    Article  Google Scholar 

  • Sheeran, P., Webb, T. L., & Gollwitzer, P. M. (2005). The interplay between goal intentions and implementation intentions. Personality and Social Psychology Bulletin, 31, 87–98.

    Article  Google Scholar 

  • Siewiorek, A., & Gegenfurtner, A. (2010). Leading to win: The influence of leadership style on team performance during a computer game training. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: ICLS 2010 proceedings (vol. 1, pp. 524–531). Chicago: International Society of the Learning Sciences.

    Google Scholar 

  • Siewiorek, A., Gegenfurtner, A., Lainema, T., Saarinen, E., & Lehtinen, E. (2013). The effects of computer-simulation game training on participants’ opinions on leadership styles. British Journal of Educational Technology, 44, 1012–1035.

    Article  Google Scholar 

  • Smith, R., Jayasuriya, R., Caputi, P., & Hammer, D. (2008). Exploring the role of goal theory in understanding training motivation. International Journal of Training and Development, 12, 54–72.

    Article  Google Scholar 

  • Verplanken, B., & Faes, S. (1999). Good intentions, bad habits, and effects of forming implementation intentions on healthy eating. European Journal of Social Psychology, 29, 591–604.

    Article  Google Scholar 

  • Volet, S. (2013). Extending, broadening, and rethinking existing research on transfer of training. Educational Research Review, 8, 90–95.

    Article  Google Scholar 

  • Wallace, J. C., Chen, G., & Kanfer, R. (2005). Development and validation of a work-specific measure of regulatory focus. Paper presented at the 20th Annual Conference of the Society for Industrial and Organizational Psychology (Los Angeles, CA, April 15–17, 2005).

  • Weisweiler, S., Nikitopoulos, A., Netzel, J., & Frey, D. (2013). Gaining insight to transfer of training through the lens of social psychology. Educational Research Review, 8, 14–27.

    Article  Google Scholar 

  • Wundt, W. (1896). Grundriss der Psychologie [Outlines of psychology]. Leipzig: Engelmann.

    Google Scholar 

  • Yamkovenko, B., & Holton, E. F. (2010). Toward a theoretical model of dispositional influences on transfer of learning: A test of a structural model. Human Resource Development Quarterly, 21, 381–410.

    Article  Google Scholar 

  • Young, J. C. (2013). Understanding transfer as personal change: Concerns, intentions, and resistance. New Directions for Adult and Continuing Education, 137, 71–82.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Departament de Pedagogia Aplicada, Room G6/217, Faculty of Educational Sciences, Universitat Autònoma de Barcelona, Campus UAB Bellaterra, 08193, Cerdanyola del Vallès, Spain

    Carla Quesada-Pallarès

  2. Department of Educational Development and Research, Maastricht University, Maastricht, The Netherlands

    Andreas Gegenfurtner

Authors
  1. Carla Quesada-Pallarès
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andreas Gegenfurtner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carla Quesada-Pallarès.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Quesada-Pallarès, C., Gegenfurtner, A. Toward a unified model of motivation for training transfer: a phase perspective. Z Erziehungswiss 18 (Suppl 1), 107–121 (2015). https://doi.org/10.1007/s11618-014-0604-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11618-014-0604-4

Keywords

Schlüsselwörter

Search

Navigation