Abstract
The purpose of this paper is to facilitate interpretation of the divergent effect sizes and inconsistencies observed in the literature concerning the motivation to transfer. In order to overcome such inconsistencies, this paper argues for definition and operationalisation of the broad concept of motivation to transfer as including specific motivational constructs and for consideration training transfer and learning as interrelated processes influenced by individual and contextual variables that affect motivational beliefs and engagement in learning or in transfer tasks. To address these issues, results from educational literature in school settings as well as in workplace settings are examined. Finally, the authors conclude by discussing potential implications for future research.
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Zusammenfassung
Dieser Artikel hat den Zweck, eine Interpretation der in der Literatur beobachteten unterschiedlichen Wirkungsgrößen und Widersprüche in Bezug auf die Transfermotivation zu ermöglichen. Zur Überwindung solcher Widersprüche befürwortet dieser Artikel eine Definition und Operationalisierung des weitläufigen Begriffes der Transfermotivation unter Berücksichtigung spezifischer Motivationskonstrukte, um Trainingstransfer und Lernen als wechselseitige Prozesse zu begreifen, die durch individuelle und kontextuelle Variablen beeinfiusst sind, die eine Wirkung auf motivationale Überzeugungen und das Engagement beim Lernen oder bei Transferaufgaben haben. Zur Behandlung dieser Fragestellungen werden Ergebnisse aus der Bildungsliteratur im schulischen Umfeld und in der Arbeitsumgebung untersucht. Die Autoren schließen mit einer Erörterung der möglichen Auswirkungen auf die zukünftige Forschung.
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Jacot, A., Raemdonck, I., Frenay, M. (2015). A review of motivational constructs in learning and training transfer. In: Gorges, J., Gegenfurtner, A., Kuper, H. (eds) Motivationsforschung im Weiterbildungskontext. Zeitschrift für Erziehungswissenschaft, vol 30. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-06616-1_11
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