Personality determinants of motivation to undertake vocational training
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Submission date: 2014-03-02
Final revision date: 2014-11-07
Acceptance date: 2014-11-07
Online publication date: 2014-05-31
Publication date: 2014-05-31
Current Issues in Personality Psychology 2014;2(1):38–49
Recently, at a time of frequent changes in the economic and socio-economic circumstances, knowledge acquired in the course of formal education is insufficient. Especially, the education system is still criticized for a lack of flexibility and strong resistance to change. Therefore, regular participation in various forms of training is required. Employee education and training are becoming an optimal answer to complex business challenges. The aim of this study was to determine which personality traits are responsible for the strength of motivation to undertake vocational training and other educational forms.
Participants and procedure
The study included 104 staff members of Polish companies (60 women and 44 men). The study used Cattell’s 16 PF Questionnaire and the scales of readiness to undertake training and further education as a measure of the strength of motivation (Kawecka, Łaguna & Tabor, 2010).
The study showed that openness to change and tension (primary traits) had the greatest impact on the intention and planning to take vocational training. Additionally, the intention and planning to take vocational training were found to be associated with mindedness, independence, self-control, and anxiety (secondary traits). Such traits as rule-consciousness [G], social-boldness [H], abstractedness [M], and apprehension [O] (primary traits), were important in some aspects, which could constitute a background for further research and discussion of the results.
The obtained results lead to the conclusion that some of the individual differences in personality determine the motivation to undertake vocational training.
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