Table 1 Charted data Author Definition... | Emerald Publishing

Table 1

Charted data

Author	Definition of motivation to transfer learning	Aim/Purpose of the study	Design	Models/Theory used	Instruments used to measure motivation to transfer learning	Factors influencing motivation to transfer	Results
Belenky and Nokes-Malach (2012)	None described	Explore the role of motivation in knowledge transfer, specifically focussing on how students' achievement goals impact transfer	Quantitative 2 × 2 pre- and post-test study design	Model of achievement goal	Achievement goal questionnaire	Invention activities facilitate mastery-approach goal adoption	More endorsement of a mastery-approach orientation predicted better transfer Invention activities would lead to more focus on the conceptual features of the learning activities Very high in mastery-approach orientation were likely to transfer regardless of the type of instruction
Belenky and Nokes-Malach (2013)	None described	To examine the effect of individual differences in student motivation operationalised as achievement goal on knowledge transfer	Quantitative 2 × 2 pre- and post-test study design	Achievement Goal theory	Achievement Goal questionnaire	Classroom grading structure	Effect of existing mastery-approach orientation on transfer Students high in mastery-approach goal orientation at the beginning of the experiment were more likely to transfer from instruction to a target problem Certain combinations of tasks framings and structures may influence the relationship between mastery-approach goals orientation and transfer Not observe an effect on invention promoting transfer relative to tell- and-practice Invention activities led to more task-based mastery goal adoption than tell- and practice activities The way in which a task is framed seems to matter more for some types of activities than others A complex interaction between students' existing mastery approach achievement goal orientation, structure, framing, and transfer was observed in the current study No observed effect framing of goal adoption, even though one framing was designed to promote task-based adoption
Gonzalez (2012)	None described	To identify and validate a model that describes the role motivational constructs play in promoting transfer of learning	Quantitative, correlational, descriptive and explanatory approach design	Bandura self-efficacy theory	Motivation instrument Prior knowledge instrument Self-regulated learning instrument Transfer of learning tasks	The types of learning activities used, and the among of authority given to students. Individual difference	A direct and indirect relationship between prior knowledge and transfer A slightly stronger relationship as found between motivation and self-regulated learning Both goal-orientation and interest load weakly on the motivation factor As a learner’ levels of motivation increase we can expect increased self-regulated behaviours such as more error checking, questioning materials, and focussing on critical parts of the problem being solved even for learners with average levels of prior knowledge Motivation's effect on transfer and self-regulated learning appears to be moderate
James (2012)	Transfer motivation is a combination of effort, desire and attitude that influence whether an individual will apply L2 learning from one context in a different context	To investigate motivation to transfer second language learning (L2) or L2 transfer motivation	A qualitative research descriptive study design	None described	None	Self-efficacy, goal-orientation, and interest prior knowledge, Self-regulation learning	High attitudes toward transfer of learning from one to other courses were favourable Increased desire to transfer learning from one module to the other Less numbers made decisions for conscious effort to transfer learning from one course to another
Joo et al. (2014)	As the trainee's desire to apply the knowledge and skills that they have learned from the training programme	To investigate the effect of internal values as a personal characteristic of learners	Quantitative, descriptive study design	Integrative model	Author developed	Perception of resource availability; Perceptions of opportunity for transfer; Personal beliefs about transfer; Expected impact of transfer; Perceptions of competence; Attitudes toward learning outcome; Attitudes toward learning and transfer context/task	The effects of e-learners internal value, learning usefulness, satisfaction with learning environment, achievement internal value, learning usefulness, and satisfaction on transfer motivation were significant No effect of learning environment on transfer motivation
Khorshidi and Nimchahi (2013)	None described	to investigate the impact of integrative and instrumental motivation on the development of interlanguage pragmatics in Iranian English language learners	Quantitative, descriptive study design	None described	Attitude/Motivation test battery (AMTB) Additional author developed	Learner characteristics, training design and external environment	Learners with integrative motivation performed better on the test of pragmatics than instrumentally motivated ones Learners with integrative motivation performed better than the learners with instrumental motivation this research study supports the belief that integrative motivation is an asset to learners for successful language learning
Peters et al. (2012)	Motivation to transfer predicts the effort with which the trainee will try to apply to his job what he learned during training	To determine the mediating role of satisfaction between motivation to train	Quantitative, pre- and post-test design	Flawed four-level evaluation model	Author generated	Learner motivation	Extrinsic motivation does not predict utility-satisfaction or motivation to transfer Only intrinsic motivation has a single influence on enjoyment-satisfaction Lack of personal interaction increase perceived training difficulties and less enjoyment Enjoyment-satisfaction does not influence motivation to transfer No significant relationship between learning and motivation to transfer learning Enjoyment satisfaction predicts the learning outcome Motivation to transfer is predicted by a utility type reaction and negatively by the perception of difficulty
Yurtseven and Altun (2016)	None described	To investigate students' foreign language learning motivation and views about integration of Understanding by design (UbD) into their lessons	Mixed Method design	None described	Attitude/Motivation test battery (AMTB)	Motivation to take advantage of these opportunities	The integration of UbD in EFL teaching requires deep internalisation of the authentic and original use of the language rather than word for word translation or text analysis Two themes are motivation and knowledge transfer It was concluded that UbD could be an effective tool to raise student academic achievement

Author	Definition of motivation to transfer learning	Aim/Purpose of the study	Design	Models/Theory used	Instruments used to measure motivation to transfer learning	Factors influencing motivation to transfer	Results
Belenky and Nokes-Malach (2012)	None described	Explore the role of motivation in knowledge transfer, specifically focussing on how students' achievement goals impact transfer	Quantitative 2 × 2 pre- and post-test study design	Model of achievement goal	Achievement goal questionnaire	Invention activities facilitate mastery-approach goal adoption	More endorsement of a mastery-approach orientation predicted better transfer Invention activities would lead to more focus on the conceptual features of the learning activities Very high in mastery-approach orientation were likely to transfer regardless of the type of instruction
Belenky and Nokes-Malach (2013)	None described	To examine the effect of individual differences in student motivation operationalised as achievement goal on knowledge transfer	Quantitative 2 × 2 pre- and post-test study design	Achievement Goal theory	Achievement Goal questionnaire	Classroom grading structure	Effect of existing mastery-approach orientation on transfer Students high in mastery-approach goal orientation at the beginning of the experiment were more likely to transfer from instruction to a target problem Certain combinations of tasks framings and structures may influence the relationship between mastery-approach goals orientation and transfer Not observe an effect on invention promoting transfer relative to tell- and-practice Invention activities led to more task-based mastery goal adoption than tell- and practice activities The way in which a task is framed seems to matter more for some types of activities than others A complex interaction between students' existing mastery approach achievement goal orientation, structure, framing, and transfer was observed in the current study No observed effect framing of goal adoption, even though one framing was designed to promote task-based adoption
Gonzalez (2012)	None described	To identify and validate a model that describes the role motivational constructs play in promoting transfer of learning	Quantitative, correlational, descriptive and explanatory approach design	Bandura self-efficacy theory	Motivation instrumentPrior knowledge instrumentSelf-regulated learning instrumentTransfer of learning tasks	The types of learning activities used, and the among of authority given to students. Individual difference	A direct and indirect relationship between prior knowledge and transfer A slightly stronger relationship as found between motivation and self-regulated learning Both goal-orientation and interest load weakly on the motivation factor As a learner’ levels of motivation increase we can expect increased self-regulated behaviours such as more error checking, questioning materials, and focussing on critical parts of the problem being solved even for learners with average levels of prior knowledge Motivation's effect on transfer and self-regulated learning appears to be moderate
James (2012)	Transfer motivation is a combination of effort, desire and attitude that influence whether an individual will apply L2 learning from one context in a different context	To investigate motivation to transfer second language learning (L2) or L2 transfer motivation	A qualitative research descriptive study design	None described	None	Self-efficacy, goal-orientation, and interest prior knowledge, Self-regulation learning	High attitudes toward transfer of learning from one to other courses were favourable Increased desire to transfer learning from one module to the other Less numbers made decisions for conscious effort to transfer learning from one course to another
Joo et al. (2014)	As the trainee's desire to apply the knowledge and skills that they have learned from the training programme	To investigate the effect of internal values as a personal characteristic of learners	Quantitative, descriptive study design	Integrative model	Author developed	Perception of resource availability; Perceptions of opportunity for transfer; Personal beliefs about transfer; Expected impact of transfer; Perceptions of competence; Attitudes toward learning outcome; Attitudes toward learning and transfer context/task	The effects of e-learners internal value, learning usefulness, satisfaction with learning environment, achievement internal value, learning usefulness, and satisfaction on transfer motivation were significant No effect of learning environment on transfer motivation
Khorshidi and Nimchahi (2013)	None described	to investigate the impact of integrative and instrumental motivation on the development of interlanguage pragmatics in Iranian English language learners	Quantitative, descriptive study design	None described	Attitude/Motivation test battery (AMTB)Additional author developed	Learner characteristics, training design and external environment	Learners with integrative motivation performed better on the test of pragmatics than instrumentally motivated ones Learners with integrative motivation performed better than the learners with instrumental motivation this research study supports the belief that integrative motivation is an asset to learners for successful language learning
Peters et al. (2012)	Motivation to transfer predicts the effort with which the trainee will try to apply to his job what he learned during training	To determine the mediating role of satisfaction between motivation to train	Quantitative, pre- and post-test design	Flawed four-level evaluation model	Author generated	Learner motivation	Extrinsic motivation does not predict utility-satisfaction or motivation to transfer Only intrinsic motivation has a single influence on enjoyment-satisfaction Lack of personal interaction increase perceived training difficulties and less enjoyment Enjoyment-satisfaction does not influence motivation to transfer No significant relationship between learning and motivation to transfer learning Enjoyment satisfaction predicts the learning outcome Motivation to transfer is predicted by a utility type reaction and negatively by the perception of difficulty
Yurtseven and Altun (2016)	None described	To investigate students' foreign language learning motivation and views about integration of Understanding by design (UbD) into their lessons	Mixed Method design	None described	Attitude/Motivation test battery (AMTB)	Motivation to take advantage of these opportunities	The integration of UbD in EFL teaching requires deep internalisation of the authentic and original use of the language rather than word for word translation or text analysis Two themes are motivation and knowledge transfer It was concluded that UbD could be an effective tool to raise student academic achievement