Farzaneh Dabbashi - Department of Psychology, Educational Sciences and Psychology Faculty, University of Isfahan, Isfahan, Iran
Hamidreza Oreyzi - Department of Psychology, Educational Sciences and Psychology Faculty, University of Isfahan, Isfahan, Iran
Aboulghasem Nouri - Department of Psychology, Educational Sciences and Psychology Faculty, University of Isfahan, Isfahan, Iran
Nahid Akrami - Department of Psychology, Educational Sciences and Psychology Faculty, University of Isfahan, Isfahan, Iran

Aim: This study was conducted to investigate the relationship of need for cognition and training reaction while considering the mediating role of learning motivation. Methods: The design of the research was correlational and Statistical population consisted total of trainees of the entrepreneurshipcenter of the University of Isfahan. The sample was selected by applying cluster random sampling and was consisted 164 people of these trainees that were measured in tow‑phases (pretraining and posttraining). Used questionnaires of the research were Cacioppo, Petty and Kao’s scale of need forcognition (1984), and Noe and Wilk’s learning motivation questionnaire (1993) and researcher‑made training reaction. The indirect effects were tested using the Bootstrap procedure in Preacher and Hayes’s macro program (2004). Results: Results demonstrated that between the need for cognition,learning motivation, training reaction and its three‑dimension (reaction to training content, reaction to trainer and reaction to course plan) there are significant positive relationships. Furthermore, learning motivation mediated the relationship between need for cognition and training reaction andits dimensions, too. Discussion: With attention to the findings of this research, we recommend to responsible of training that pay specific attention to need for cognition and learning motivation, and improve these two variables in training programs

Learning motivation, need for cognition, training, training reaction and its dimension