Trainings have not been well received in that newly acquired knowledge and skills cannot be fully transferred to trainees' workplaces following their participation in training programs. Among the identified transfer determinants, attitude is often neglected or marginalized in existing transfer of training research. It remains unclear what roles attitudinal factors play in the process of transfer of training. We identified this gap and provided a holistic perspective of attitudinal influences on transfer of training through systematically synthesizing and critiquing 37 empirical studies drawn from the last three decades, under the theoretical framework of a tripartite attitude model consisting of affective, cognitive, and behavioral dimensions. The thorough review indicates that trainees' attitudes are closely related to training outcomes and transferred behavior despite some contradictory findings within each attitude dimension. Motivation is closely related to trainee attitude and mediates the attitude-transfer link. In this study, we proposed an attitudinal framework to investigate attitudinal influences on transfer from a holistic perspective.

中文翻译：

---

态度对培训转移的影响：系统文献回顾

受训者参加培训项目后，新获得的知识和技能无法完全转移到工作场所，培训效果不佳。在确定的迁移决定因素中，态度在现有的迁移培训研究中经常被忽视或边缘化。目前尚不清楚态度因素在培训转移过程中起什么作用。我们在由情感、认知和行为维度组成的三方态度模型的理论框架下，通过系统地综合和批评过去 30 年的 37 项实证研究，确定了这一差距，并提供了态度对培训转移影响的整体观点。彻底的审查表明，受训者的 尽管在每个态度维度中存在一些相互矛盾的发现，但态度与培训结果和迁移行为密切相关。动机与受训者的态度密切相关，并在态度转移环节中起中介作用。在这项研究中，我们提出了一个态度框架，从整体角度研究态度对迁移的影响。