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Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic terms and emphasised the individual origins and nature of motivation, although they have also long recognised that contextual or social factors have a significant influence on these individual processes. Recently this conceptualisation has been questioned as theorists have suggested, after Vygotsky, that motivation, like learning and thinking, might be social in nature. This idea was first suggested by Sivan (1986) more than twenty years ago but it received a major impetus with the publication of an article by Hickey (1997) eleven years later. Since that time interest in the social nature of motivation has grown as a small number of book chapters and journal articles have been published and conference papers have been presented on the topic. Although some motivational theorists remain sceptical (e.g. Winne, 2004) of this theoretical development, the inclusion of a section on sociocultural approaches to motivation in Perry, Turner, and Meyer's (2006) chapter on classrooms as contexts for motivating learning in the 2nd edition of the Handbook of Educational Psychology suggests that this perspective is being seriously considered by motivational researchers. Similarly, the inclusion of a chapter (Walker, in press-b) on the sociocultural approach to motivation in the 3rd edition of the International Encyclopedia of Education indicates that this approach has achieved some recognition.

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.

Bruner (1985) once challenged learning theorists to define their model of the learner rather than design curriculum and instruction materials directed at a vague, and perhaps nonexistent, target. We suggest that motivation theorists do the same. The model of co-regulated learning that we describe (McCaslin, 2009) first posits learners who: (1) are social by nature (biological adaptations) and by nurture (socialization) (Baumeister & Leary, 1995; Geary, 2002; Olson & McCaslin, 2008); (2) have basic needs for participation and validation that can inform student dispositions toward school (McCaslin & Burross, 2008); and (3) differ in how and in what they participate – their adaptation (McCaslin & Burross, in press, p. xx). Second, the co-regulation model of the learner asserts that motivation and identity are mutually informative; what I am and am not willing to do inform who I am and the person I might become. Both motivation and identity are based on opportunities denied, taken, or missed and on the interpersonal relationships that do or do not support and validate them. Opportunities and relationships are based, in part, on cultural norms and challenges that delineate individuals historically and presently in time and place (see McCaslin, 2009 for full explication of these and related constructs). Motivation is at the core of identity. Thus, motivations of today's learners inform not only their school achievements, but also the adults they may become. If motivation is the core of emergent identity now and in the future, what then is at the core of motivation?

This study aims to explore the mediating role of the motivation for learning in knowledge acquisition and knowledge transfer in students of higher education programs in business and management.

Quantitative correlational design. Data was collected from a sample of 366 students studying and working in the business and entrepreneurial sector in Ecuador. The instrument used was a Likert scale questionnaire. Correlation analyses were used to specify the relationships between variables. Multiple regression analysis was used to test the hypotheses.

The results evidenced the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer of undergraduate and graduate students in higher education programs in the area of business and entrepreneurship.

The model investigated is a contribution to the literature since the variables have been little studied by the students as transfer channels, and there is a need to explore these relationships between variables in other productive sectors.

Organizations will be able to identify relevant factors in knowledge transfer, the motivation for learning for the context of working, create ideal conditions for knowledge flow and maintain a commitment to take advantage of this cooperation.

The results contribute to the three agents involved in knowledge transfer: students, educational institutions and organizations. Students can have a greater understanding of the skills they need to improve their learning and application of knowledge. Educational institutions will have a better understanding of and approach to developing competencies in their students.

This simple regression model enriches the current literature on the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer in higher education institutions in Latin American countries.

There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent.

This scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning.

The results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs.

This seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.

The purpose of this paper is to present a conceptual model that explains how necessity and opportunity start-up motivation affects firm performance among women entrepreneurs (WEs) through the mediating influences of motivation to learn (MtL) and women entrepreneurial competencies (WEC).

Necessity (NEC) and Opportunity (OPP) motivation is used as the guiding theory to acknowledge the contraries of women entrepreneurial motivation. Female Entrepreneurial Competency (FEC) framework is used as a basis for WEC. Embedded in this reasoning, MtL and FECs are integrated into the conceptual model to understand the connection between start-up motivation and business performance among WEs in a developing economy.

To date, there is a limited understanding of how learning motivation and competencies together explain the business performance of WEs through the lens of their differences in start-up motivation. In this respect, this conceptual model advances scholarly insights by conceptualizing the relationship between NEC and OPP motivation, and business performance through the mediating influences of MtL and WECs.

The proposed conceptual model does not consider any aspects other than entrepreneurial motivation, learning motivation and competencies related to business performance such as access to finance, sociocultural aspects and personality traits.

The proposed conceptual model can contribute to academics by adding to the body of knowledge on women entrepreneurship. It can also aid policymakers in understanding the critical link between differentials in start-up motivation and firm performance through the mediating influences of learning motivation and competencies, thus potentially providing a basis for formulating focused skilling strategies for WEs.

This paper proposes a unique conceptual framework that incorporates theories of learning motivation and FECs to examine the critical link between start-up motivation and business performance among WE.

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

Internet technology in the classroom has become the primary demand of every student in this era. Moreover, information and communication technology aids students' learning involvement and progress by providing learning assistance by improved instructor, pupil and interactions with fellows. Using an asynchronous Web-based learning environment (WBLE) is one way to manage such assistance. This study aims to identify to what extent the asynchronous WBLE affects students' interest and motivation in learning mathematics at Shah Abdul Latif University (SALU), Khairpur.

This research uses a survey research design under a quantitative approach. Therefore, data are collected through a questionnaire about students' motivation and interest in learning mathematics via asynchronous WBLE. Data are collected from the students of four departments (BEd, BSCS, BBA, BS Mathematics) of SALU, Khairpur. However, as the nature of this study is quantitative, both descriptive and inferential statistics were used in the results and discussion, and a one-way ANOVA test was used. The Cronbach alpha test was also used to assess the item's reliability, and the items were found to be acceptable.

The findings of this study discovered that asynchronous WBLE has a significant impact on students' intrinsic, extrinsic and interest levels. The results indicated that there is a positive impact based on the level of mean range of asynchronous WBLE on mathematics students.

The outcome of this study can be used as a guideline to understand and further plan or develop educational interventions based on the level of motivation and interest of mathematics students towards asynchronous WBLE in other contexts.

This is first study of its nature in the context of Khairpur district of Sindh that emphasizes on the motivation and interest of mathematics students toward asynchronous WBLE.

The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.

A survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.

Results showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.

Overall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.