Assessing How Goal Setting and Motivation Development Affects Thai Financial Institution Sales Officers’ Learning Engagement

Abstract

This research aimed to develop learning engagement indicators of sales officers in Thai financial institutions using motivation development and goal setting. The sample consisted of 384 sales officers in financial institutions, selected by a multi-stage random sampling method. The questionnaire’s reliability used the index of item-objective congruence (0.60-1.00) and Cronbach's alpha to measure item validity (alpha = 0.87). A confirmatory factor analysis was used to measure the model's fit, from which a goodness of fit review determined that all indices complied with established criteria. Thereafter, a structural equation model analysis found that the learning engagement model’s three hypotheses were consistent with the empirical data. Also, there was moderate to strong strength in the relationships in the hypotheses, with motivation development having the strongest relationship with goal setting. When the learning engagement factors were examined, it was determined that when ranked in importance, cognitive learning (0.95) was most important, then behavioral learning (0.92), and, the emotional learning (0.88).