Relationship between the cognitive factors of trainees reaction to training and their learning self-efficacy

Abstract

ABSTRACT The study examines an important aspect of the training evaluation, namely trainee reaction to training. In particular, the author aimed to analyse the relationship between learning self-efficacy during the training and identified factors of trainee reaction to training: trainee perception of the training content, design, and trainer performance. The results of the study confirmed that hypothesised antecedents were positively related to learning self-efficacy. The author revealed a new relationship contributing to a better understanding of the role of the cognitive reactions in the training evaluation, namely perceived trainee attitude towards training improvement. The high declarative learning self-efficacy can serve as an indicator of trainee readiness to transfer the training results to the workplace and forecast improvement in the workplace as a result. Based on the study results and review of the literature, the author developed a hypothesised model of relations between the trainee reaction and job performance.