The authors wish to thank Carol Hopkins and Carroll Scherer at the Susanne M. Glasscock School of Continuing Studies at Rice University for their feedback in designing the materials and their assistance in recruiting participants.
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The moderating effect of individual differences on the relationship between the framing of training and interest in training
Article first published online: 21 OCT 2009
DOI: 10.1111/j.1468-2419.2009.00330.x
© 2009 Blackwell Publishing Ltd.
Issue
International Journal of Training and Development
Volume 13, Issue 4, pages 247–261, December 2009
Additional Information
How to Cite
Cox, C. B. and Beier, M. E. (2009), The moderating effect of individual differences on the relationship between the framing of training and interest in training. International Journal of Training and Development, 13: 247–261. doi: 10.1111/j.1468-2419.2009.00330.x
Publication History
- Issue published online: 21 OCT 2009
- Article first published online: 21 OCT 2009
- Abstract
- Article
- References
- Cited By
The moderating effect of individual differences on the relationship between framing training as ‘basic’ or ‘advanced’ and interest in training was examined for technical and nontechnical content areas. Participants were 109 working-age adults (mean age = 38.14 years, SD = 12.20 years). Self-efficacy and goal orientation were examined as moderators. Results showed a three-way interaction between performance orientation (a dimension of goal orientation reflecting the desire to demonstrate competence in an achievement setting), age, and frame for technical training and a three-way interaction between performance orientation, self-efficacy, and frame for nontechnical training. Implications for future research as well as framing training to enhance interest are discussed.