Eric A. Surface

TL;DR: Issues regarding online survey implementation are outlined, a tool for evaluating survey software is offered, and lessons learned and avenues for future research/practice are concluded.

TL;DR: A field study of how motivational factors influence affective, cognitive, and behavioral learning outcomes, as well as near transfer indexed by achieving professional certification, supported a hypothesized interaction between learning self-efficacy and avoid performance goal orientation, such that higher levels of learningSelfefficacy mitigated the negative effects of higher performance avoid tendencies.

TL;DR: The Dynamic Transfer Model is developed and linkages between intentions to transfer, the initial attempts to utilize training, and the integration of feedback received from the transfer attempt are examined.

TL;DR: In this article, a field study of military and civilian workers offers a multimethod approach for studying nonrespondents while investigating (a) how employees feel about taking surveys online, (b) whether dissatisfaction with Web-based survey media discourages response, and (c) the representativeness of attitudinal data produced by workers who opt to complete an online climate survey.

TL;DR: The authors conducted a meta-analysis investigating the impact of motivation type (i.e., intrinsic motivation, motivation to learn, motivate to transfer, expectancy motivation, and task value) on four training outcomes and found that all types of motivation had stronger relationships with trainee reactions than with declarative knowledge, initial skill acquisition, or transfer.