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The Correlation Between Self-Efficacy, Motivation to Learn, and Intent to Transfer Skills Learned

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The Correlation Between Self-Efficacy, Motivation to Learn, and Intent to Transfer Skills Learned 1 Transfer of Training in Special Education: The Correlation Between Self-Efficacy, Motivation to Learn, and Intent to Transfer Skills Learned A doctoral thesis presented by Shawn Kenyon to The College of Professional Studies In partial fulfillment of the Doctorate of Education Dr. Christopher Unger, Advisor Northeastern University Boston, Massachusetts May 2016 2 Abstract Best practice requires special educators to implement updated practices when teaching students (Roscoe & Fisher, 2008; Spooner, Algozzine, Wood, & Hicks, 2010; Graff & Karsten, 2012). Unfortunately, only a small percentage of what is learned in training is used in the work setting (Kazbour, McGee, Mooney, & Brinkerhoff, 2013). To address this issue, the purpose of the current study was to investigate the relationship between self-efficacy, motivation and intent to transfer trained skills. To this end, using self-efficacy theory (Bandura, 1977) as a framework, three research questions were targeted using a 30-question survey across populations in two states. The research questions were: (1) What is the correlation between self-reported level of self-efficacy and special education staff members’ motivation to learn and intent to transfer training?, (2) To what extent do number of years of experience, highest degree earned and gender predict special education staff members’ self-reported levels of self-efficacy, motivation to learn and intent to transfer training?, and (3) What are the factors special education professionals identify as impacting their a) ability to fully engage in training; b) ability to learn and master the training material; c) ability to apply what they learned in training to their actual job? Results of the study indicate a positive correlation between self-efficacy, motivation, and intent to transfer and these variables were correlated with number of years experience, highest degree earned, or gender. Relevance to job and organizational support were identified as having a great influence on educators’ participation in training. This information could be used by organizations to create tailored training opportunities for staff to be more successful in their professional development. Keywords: self-efficacy, motivation, intent to transfer, and professional development 3 Table of Contents Chapter I: Introduction…………………………………………………………………………...8 Background………………...……………………………………………………………..8 Statement of the Problem…………………………………………………………...…....9 Significance of the Problem……………………………………………………………...12 Purpose of the Study……………………………………………………………………..15 Conceptual Underpinnings for the Study………………………………………………...16 Key Terms and Definitions…………………………..…………………………………..19 Summary…………………………………………………………………………………20 Chapter II: Literature Review…………………………………………………………………...22 Introduction……………………………………………………………………………....22 Self-Efficacy……………………………………………………………………………..24 Training in Special Education…………………………………………………………...30 Effectiveness of Professional Development…….……………………………………….32 Motivation………………………………………………………………………………..35 Transfer of Training…………………………………………………………………..….38 Organizational Factors Associated with Intent to Transfer……………………...38 Individual Attitudes and Perceptions Associated with Intent to Transfer……….39 Summary…………………………………………………………………………………44 Chapter III: Methodology……………………………………………………………………….46 Introduction………………………………………………………………………………46 Problem and Purposes Overview……………..………………………………………….46 Quantitative Research Questions and Hypotheses……………………………….………47 Qualitative Research Question………………………………………………………...…48 Population and Sample…….…………………………………………………………….49 4 Data Collection and Instrumentation……………………………………..……………...52 Demographic Information………………………………………………………..52 Open-ended Questions…………………………………………………………...53 Self-Efficacy Scale……………………………………………………………….53 Motivation Scale………………………………..……………………………......54 Intent to Transfer Scale…………………………………………………………..55 Data Analysis…………………………………………………………………………….57 Trustworthiness…………………………………………………………………………..59 Protection of Human Subjects…………………………………………………………...59 Summary…………………………………………………………………………………59 Chapter IV: Presentation of Findings………………………………..………………………….61 Introduction……………………………………………………………………………....61 Organization of Data Analysis…………………………………………………………...61 Research Question 1……………………………………………………………………..63 Hypothesis and Findings.………………………………………………………..63 Summary of Correlation…………………………………………………………66 Research Question 2…..…………………………………………………………………67 Hypothesis and Findings…………………………………………………………67 Analysis of States Combined Motivation and Intent to Transfer…….………….68 Motivation…………………………………………………………..……………68 Intent to Transfer……………………………………………………………..…..69 Analysis of States Separated Motivation and Intent to Transfer…….…………..71 Motivation…………………………………………………………..……………71 Intent to Transfer……………………………………………………………..….73 5 Research Question 3……………………………………………………………………..75 Analysis and Findings………….………………………………………………...75 Comparing Likert Scale Scores and Themes from Open-Ended Questions……………..86 High Scoring Likert Scales Respondents and Themes…………………………..86 Low Scoring Likert Scales Respondents and Themes…………………………...89 Summary…………………………………………………………………………………91 Chapter V: Discussion of Findings…………………………………………..…………………94 Introduction…………………………………..……………………………………….....94 Review of the Problem…………………………………………………………………..94 Review of the Methodology……………………………………………………………..96 Summary of Findings……………….……………………………………………………97 Key Findings……………………………………..………………………………………98 Key Finding 1……………………………………………………..………….….98 Key Finding 2……………………………………………………………..……100 Key Finding 3………..…………………………………………………………101 Findings in Relation to the Theoretical Framework……………………………………102 Findings in Relation to the Literature Review………………………………………….104 Conclusions and Implications for Practice…………………………………………......107 Pre-Training Issues…………………………………………………….……….107 The Big Three……………………………………………………………..……107 Future Research…………………………..…………………………………………….108 Personal Reflection……………………………………………………………………..109 References……………………………………………………………………………………....112 Appendix A: Survey 6 List of Tables Table 1. Cronbach’s Alpha Scores for Self-Efficacy, Motivation and Intent to Transfer …..... 63 Table 2. Summary of States Combined Inter-Correlations, Mean, and Standard Deviation For Self-Efficacy, Motivation and Intent to Transfer Scales ……..……………….. 64 Table 3. Summary of States Combined Inter-Correlations, Mean, and Standard Deviation for Self-Efficacy, Motivation and Intent to Transfer Scales, Separated by State .…. 66 Table 4. Summary of Demographic Information ……………………….…………………. 68 Table 5. Hierarchical Linear Regression Results for Motivation …………………………… 69 Table 6. Hierarchical Linear Regression Results for Intent to Transfer ……………….…….. 70 Table 7. Summary of State Specific Demographic Information …………………………….. 71 Table 8. Step 1 Hierarchical Linear Regression Results for Motivation, by State …………... 72 Table 9. Step 2 Hierarchical Linear Regression Results for Motivation, by State …….......... 72 Table 10. Step 1 Hierarchical Linear Regression Results for Intent to Transfer, by State ….... 74 Table 11. Step 2 Hierarchical Linear Regression Results for Intent to Transfer, by State ......... 74 Table 12. Themes Contained in Qualitative Question #27 ………..…………………………. 78 Table 13. Themes Contained in Qualitative Question #28 ……………………………………. 80 Table 14. Themes Contained in Qualitative Question #29 …………………………………... 82 Table 15. Themes Contained in Qualitative Question #30 …………………………………... 85 Table 16. Sample Responses to Qualitative Questions in High Scoring Scales ….…………... 88 Table 17. Sample Responses to Qualitative Questions in Low Scoring Scales ….…………... 90 7 List of Figures Figure 1. Diagrammatic Representation of Social Cognitive Theory……………………….…...17 Figure 2. Diagrammatic representation of the differences between efficacy and outcome……...18 Figure 3. Scatterplot Showing Moderate Correlation Between Self-Efficacy and Motivation Mean Scores for States Combined………………………………………………………………………………………...64 Figure 4. Scatterplot Showing Moderate Correlation Between Self-Efficacy and Intent to Transfer Mean Scores for States Combined. ………………………...………………………….65 Figure 5. Scatterplot Showing Moderate to Strong Correlation Between Motivation and Intent to Transfer Mean Scores for States Combined………………..……………………………………..65 Figure 6. Prevalence of themes in CA and MA for responses to question #27.……………..…..79 Figure 7. Prevalence of themes in CA and MA for responses to question #2…….……………..81 Figure 8. Prevalence of themes in CA and MA for responses to question #29…...……………..84 Figure 9. Prevalence of themes in CA and MA for responses to question #30……...…………..86 8 Chapter I: Introduction Background Special education, like many fields, is in a perpetual state of evolution and advancement. As in other fields, evolution and advancement in special education naturally occur as researchers and practitioners continually search for new and improved ways to implement strategies in the name of providing better services and education to students (Joyce & Showers, 2002; Spooner, Algozzine, Wood, & Hicks, 2010). As an example, within the field of learning disorders and special education, applied behavior analysis has emerged as leading the way with respect to both teaching students to acquire skills and helping to reduce challenging and potentially dangerous behavior in those students. Across the globe there are reputable schools and other organizations whose focus is educating these students using teaching techniques
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