#3443. The ebb and flow of learning motivation: The differentiated impact of the implicit theory of intelligence on learning behaviors

October 2026publication date
Proposal available till 25-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Arts and Humanities (miscellaneous);
Organizational Behavior and Human Resource Management;
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Abstract:
Motivating employees to initiate, and continue to engage in, both formal and informal learning is a key challenge within human resources development (HRD). However, we propose that the motivation to learn may ebb and flow throughout the process of learning, and that the impact of the implicit theory of intelligence may be different for different learning behaviors. They are taking on a challenge, paying attention to new information, elaborating on that information, practice with feedback, and reflection. This study provides evidence that priming participants to associate effort with ability increases the likelihood that they will set challenging goals and practice with feedback, but makes them less likely to reflect.
Keywords:
adult learning; critical reflection; employee development; evidence-based HRD; informal learning; learning activities/methods; motivation to learn; self-directed learning; workplace learning

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