ORGANIZATIONAL JUSTICE, MOTIVATION TO LEARN, AND TRAINING OUTCOMES
Abstract:This study attempted to examine the impacts of trainees' perceived organizational fairness on their motivation to learn, reactions, and learning. Results with 370 subjects indicated that interactional justice mediates the relationships between distributive/procedural justice and motivation to learn. Subsequently, trainees' motivation to learn influences trainees' reactions and learning. Implications for future research and organizations are discussed.
Document Type: Research Article
Publication date: 2006-01-01
More about this publication?
- The Journal's core purpose is scientific communication in the disciplines of Social Psychology, Developmental and Personality Psychology
- Editorial Board
- Information for Authors
- Submit a Paper
- Subscribe to this Title
- Terms & Conditions
- Contact the Publisher
- Manuscript Guidelines
- Ingenta Connect is not responsible for the content or availability of external websites