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ORGANIZATIONAL JUSTICE, MOTIVATION TO LEARN, AND TRAINING OUTCOMES

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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.
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Document Type: Research Article

Publication date: 2006-01-01

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