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A study of the technological, instructional, and motivational factors affecting PHR certification exam outcomes

, University of North Texas, United States

University of North Texas . Awarded


Although previous studies have considered the factors affecting other certification exam outcomes, they have not examined those that are related to performance on the Professional in Human Resources (PHR) exam. In response to that need, this study specifically investigates technology and training factors that affect self-efficacy and self-set goals, and through them, influence PHR certification exam results. The target population for the study consisted of recent examinees who had taken a formal PHR examination preparation class or used another form of exam preparation training. The survey results were analyzed using partial least squares modeling techniques, and mediation effects were then tested. The results demonstrated that PHR training self-efficacy affected PHR exam self-efficacy and self-set goals. These factors then had an impact on PHR exam scores. Also, the results of task-technology fit were indirectly related to PHR training self-efficacy through a multiple mediation model that included the instructional factor of time on task and the technology factor of perceived usefulness. Surprisingly, time spent on practice exam questions was found to be negatively related to PHR certification exam scores. Finally, instructional feedback indirectly affected outcomes through its positive relationship to self-set goals. The results of the research should help training professionals and examinees in structuring PHR exam training and preparation activities. They also suggest avenues for improving outcomes in other similar types of training.


Bonner, D.M. A study of the technological, instructional, and motivational factors affecting PHR certification exam outcomes. Ph.D. thesis, University of North Texas. Retrieved August 5, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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