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AN INVESTIGATION OF INDIVIDUAL AND CONTEXTUAL FACTORS INFLUENCING TRAINING VARIABLES

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Abstract:

This study represents an investigation of modeling training motivation and learning from both individual and contextual perspectives. Participants were 250 undergraduate business students who entered a remedial training class as a result of their failure to pass the previous course. The individual factor, self-efficacy, was found to correlate with learning partly through the mediation of training motivation. The contextual factor, interactional justice experienced in the class they previously failed, moderated the effect of self-efficacy on training motivation. Implications for future research and organizations are discussed.

Document Type: Research Article

DOI: http://dx.doi.org/10.2224/sbp.2005.33.2.159

Publication date: January 1, 2005

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