The impact of personality on training‐related aspects of motivation: Test of a longitudinal model

A model that proposed dispositional influences on training‐related aspects of motivation was developed. More specifically, the model predicted influences of the Big Five personality variables on motivation to learn and transfer motivation, while controlling for general attitudes toward training. The model was tested empirically, drawing on a sample of ninety‐four employees from call centers who participated in a training program. Results indicated that motivation to learn was predicted by extraversion and agreeableness, and transfer motivation was predicted by motivation to learn, extraversion, and emotional stability. The impact of extraversion on transfer motivation was partially mediated by motivation to learn. In sum, the importance of dispositional factors in training research was explored and clarified. Implications for theory and practice are discussed.