Individual differences in motivation during distance training: The influence of goal orientation and self-efficacy on learning outcomes

Recent advances in computer and telecommunications technologies have led to an increased use of distance training (DT) methodologies for work-related training (referred to as the "e-learning revolution," Berry, 2000). However, there has been little theory-based, empirical research on the individual characteristics of trainees that affect DT outcomes. Because learners have more control over their learning experience in DT than in traditional, face-to-face training, their motivation is expected to predict their success in DT. Drawing from social cognitive theory and goal orientation theory, this dissertation proposes a model of how individual motivational factors are related to distance training outcomes. Trainees' self-efficacy and goal orientations are expected to influence their motivation levels and success in DT.; A study of 111 trainees in a management consulting firm tested the hypothesized model. Fifty-five trainees completed a Web-based training (WBT) course on project management skills; a comparison group of 61 trainees completed the same training course in a classroom environment. There were no significant mean differences between the WBT and classroom groups on the training outcomes studied: declarative knowledge, self-reported learning, reactions, and self-efficacy toward application. Hierarchical regression analyses showed that motivation to learn was a significant predictor of self-reported training outcomes for the WBT group, after controlling for demographics, prior experience, and training methodology preference. Motivation to learn was not, however, predictive of performance on the declarative knowledge test.; The study found support for the proposition that the same individual difference factors that have been shown to be predictive of motivation in past traditional training research influence motivation in a distance training setting. Consistent with expectations, self-efficacy toward learning via technology and mastery goal orientation were positive predictors of motivation to learn. Furthermore, self-efficacy toward learning via technology was a significant, direct predictor of reactions and application self-efficacy, and these relationships were partially mediated by motivation to learn. These findings are discussed in terms of how the study contributes to a better understanding of motivational constructs, training contexts, and person by situation interactions. Suggestions for DT practice and future research directions are presented.