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1.
Nané Kochoian Isabel Raemdonck Mariane Frenay Hannes Zacher 《Vocations and Learning》2017,10(1):27-45
The purpose of this paper is to better understand the relationship between employees’ chronological age and their motivation to learn, by adopting a lifespan perspective. Based on socioemotional selectivity theory, we suggest that occupational future time perspective mediates the relationship between age and motivation to learn. In accordance with expectancy-value and self-efficacy theories, motivation to learn was operationalized as employees’ learning motivational beliefs (i.e., learning self-efficacy and learning value). To test our model, survey data were obtained from 560 workers between the ages of 21 to 64 years. Results demonstrated the importance of taking workers’ occupational future time perspective into account to explain relationships between age and learning motivational beliefs. 相似文献
2.
Sheila Riddell 《International Journal of Lifelong Education》2013,32(6):777-795
Workplace learning is identified by UK and Scottish governments as an important means of achieving social mobility, and therefore producing a more equal society. However, there appears to be a patchwork of provision and funding arrangements, making it difficult for employers and employees to identify suitable routes. Analysis of large scale survey data at European and Scottish levels shows that existing inequalities are further entrenched by differential access to and participation in workplace learning, where those with existing high levels of qualification have far greater opportunities. This paper draws on data drawn from an EU Sixth Framework funded study of lifelong learning, focusing in particular on case studies of six Scottish SMEs which are used to identify some of the reasons underlying inequalities in access to workplace learning. Whilst all of the SMEs had a positive approach to employee development, they differed in the type of work they undertook and the composition of the workforce. Employees in knowledge intensive organisations were immersed in a culture where on‐going learning was an expected part of working life, and was driven by both employers’ and employees’ expectations. By way of contrast, more traditional manufacturing and training organisations had a more restricted approach to learning, encouraging employees to undertake courses which would give them the skills to do their jobs more effectively, but with less focus on their wider growth and development. All firms treated lifelong learning with some degree of scepticism, ultimately prioritising company profitability over individual employee development and seeing the two as sometimes at variance. Given the Scottish government’s desire to promote the demand side of skill development, the barriers posed by employers’ attitudes need to be addressed, particularly in relation to lower‐skilled workers in manufacturing firms, who might have less intrinsic motivation, but are also less likely to receive encouragement and support from their employer. 相似文献
3.
The aim of this study was to examine the differential effects of specific types of supervisor support on transfer of training, taking into account established trainee characteristics, such as trainees’ motivation to learn, motivation to transfer, and training self-efficacy. More specifically, nine types of supervisor support were examined (pre-training information, role modelling & facilitation, request sharing, favourable attitude, coaching & feedback, openness, involvement & accountability, work coverage, and training participation). In addition, the mediating effect of training retention is explored, as learning outcomes may present an intervening variable that connects supervisor support to transfer of training. A time-lagged design was used to investigate the relationships in the proposed model and it was evaluated using partial least squares path modelling (PLS-PM). Data was gathered in Belgium through online questionnaires at three points in time from 111 participants of work-related training. Participants were employees from a retail organisation and different government agencies. Results indicate that only supervisors’ accountability and involvement positively predicted employees’ transfer of training three months after training. In addition, it was found that supervisors’ involvement and accountability had an indirect effect on transfer of training through training retention. 相似文献
4.
Reflection on events at work, including errors is often as a means to learn effectively through work. In a cross-sectional
field study in the banking sector, we investigated attitudes towards workplace errors (i.e. error orientation) as predictors
of reflective activity. We assumed the organisational climate for psychological safety to have a mediating effect. The study
participants were 84 client advisors from the retail banking departments in branches of a German bank. The client advisors’
were being affected by a range of changes in their workplaces at the time of the data collection. This situation afforded
these workers opportunity for learning but also involved the risk of error by these staff. Regression analyses identified
that error competence and learning from errors were significant predictors of reflection. The results confirmed the mediating
role of psychological safety on the association between attitudes towards errors and reflective working behaviour. 相似文献
5.
Beth Kelly 《International Journal of Lifelong Education》2013,32(2):132-147
ABSTRACTThe aim of this qualitative study is to explore adults’ motivation to learn mathematics in the workplace and the role that the trade union education approach promoted in the United Kingdom plays in that motivation. The findings draw on data from 20 semi-structured in-depth interviews with adults learning mathematics, organised through their trade union representatives. Trade unions promote education which uses teaching and learning approaches based on collectivist and activist principles, which is different from mainstream education, so the research explores what might be learnt from this approach. The findings show that the trade union-led approach enables even long-held negative feelings towards mathematics to become positive. The research finds a strong link between supportive social networks, including Union Learning Representative, as well as positive social and emotional encounters in the classroom that develop adult learners’ confidence, increasing their motivation to both learn and use mathematics in their everyday lives. This change in feelings and motivation is termed an Affective Mathematical Journey. These findings, while taking place in a non-traditional context, nevertheless are relevant to practitioners working with adults in both traditional (school and college) and non-traditional (workplace and community) settings. There are also indications of the positive influence this learning has on the relationship between individual members and their trade union organisations. 相似文献
6.
The purpose of this study was to determine the relationship between workplace learning and psychological variables, such as
learning competency, motivation, curiosity, self-esteem and locus of control, and organizational variables, such as centralization
of power, formality, merit system and communication. The studied population consisted entirely of workers in small and medium
manufacturing businesses in Korea. Totally, 685 workers were sampled and 388 of them were used for the analysis. The level
of workplace learning in small and medium manufacturing businesses was higher than the expected average. All the variables
in this study had significant positive low or moderate relationships with workplace learning. Lastly, about 50% of the variance
in workplace learning was explained by communication, learning competency, merit system, motivation, centralization of power
and curiosity. 相似文献
7.
This article compares the learning approaches of students on an initial teacher education programme. Using a mixed method approach, the study examines differences between mature learners and direct entry students, across the domains of deep, strategic and surface learning approaches. Following the quantitative phase, group interviews were conducted to gain additional insights into the factors, which impacted learning approach. Significant differences were evident between both cohorts. The key categories that contributed to learning approach included; motivation to learn, collaborative and competitive learning, prior educational experiences and school placement. The findings provide insights into the diversity of student cohorts. 相似文献
8.
Muhammet Mustafa Alpaslan Bugrahan Yalvac Cathleen C. Loving Victor Willson 《International Journal of Science and Mathematics Education》2016,14(2):297-317
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed. 相似文献
9.
中国在线教育“质量革命”已经到来,以学习者视角的在线学习分析与评估至关重要。该研究基于“学习预备—学习过程—学习结果”的3P分析框架,构建了学习者信息素养、在线学习投入、深度学习动机与策略,以及在线学习绩效各要素之间的在线学习影响因素关系模型,并采用结构方程模型法分析其作用关系和影响效应。研究表明,学习者信息素养对其在线学习投入、在线学习绩效、深度学习动机和策略均具有直接正向影响;在线学习投入对在线学习绩效具有直接正向影响;在线学习绩效对深度学习动机和策略具有直接正向影响;在线学习投入是信息素养与在线学习绩效的中介变量,但未达到关键程度;在线学习绩效是信息素养到深度学习动机和策略的关键中介变量,且对深度学习动机影响力大于深度学习策略。最后,文章提出优化学习者在线学习效果的相关研究建议。 相似文献
10.
Based on the perspective of Self-Determination Theory (SDT), this research examined the mediating role of teachers’ psychological needs satisfaction in explaining the relationships between perceived principal’s learning support and teachers’ work-related outcomes. Results from a convenience sample of 180 Singapore primary school teachers revealed that perceived principal’s learning support directly predicted psychological needs satisfaction (i.e. autonomy, competence and relatedness), change-oriented work behaviour and organisational commitment. Psychological needs satisfaction partially mediated the relationships between perceived principal’s learning support and change-oriented work behaviour as well as organisational commitment. The findings could contribute useful insights to teacher education and SDT research and practice. 相似文献
11.
Janice Tovey 《Technical Communication Quarterly》2001,10(2):225-239
Using an established university level internship program, this article discusses the issues of socialization and acculturation of interns into the workplace, motivation of student employees, and the relationships between education and training/workplace and academy. Evaluations by students and their supervisors reveal the significance of these issues for positive experiential learning. 相似文献
12.
Judy Hunter 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):243-257
In the 21st century concerns about workplace language and literacy skills, particularly in the service and manufacturing sectors, continue to drive education and testing policy in many OECD countries. Employers tend to adopt deficit assumptions about service workers’ skills, conflating social identities and language and literacy, which can blind employers to the constructive procedures that employees create to meet the demands of work. Research in a Canadian urban hotel reveals unofficial but competent and innovative steps that service workers devise through their insightful knowledge of the local context. Meanwhile, international measures of literacy continue to use questionable “recontextualized” texts that focus on assessing text-based performance, which, in turn, is used to shape tightly defined skill-based approaches to teaching. However, the hotel research among service workers with “low skills” shows deep engagement with tasks, opportunities to work autonomously, and challenging situations appear to be related to employee competence and innovation. 相似文献
13.
Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning 总被引：4，自引：0，他引：4
《British Educational Research Journal》2005,31(1):49-68
This article explores the strengths and weaknesses of Lave and Wenger's concept of ‘legitimate peripheral participation’ as a means of understanding workplace learning. It draws on recent ESRC‐funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter. 相似文献
14.
The present study investigated the relationships between the five‐factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty‐seven business students participated in a survey; 56% were female and 44% were male. Their average age was 24.8 years. The results showed that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement. Additionally, neuroticism had both a direct and an indirect effect on achievement through the surface approach. We also found that the three approaches to learning explained variance in achievement beyond personality when using hierarchical regression analysis. Limitations and implications for future research are discussed. 相似文献
15.
论实践教学对英语学习动机的激发与培养 总被引：1，自引：0，他引：1
学习动机是激发学生学习的直接动力,它制约着学生学习的倾向性、持久性和效果。实践教学本身具有激发和培养学生学习动机的优势。英语教育者若能有机结合各实习要素,可以从学习情境、学习者、英语目的语等层面来激发和培养英语学习动机,并把实践教学激发和培养学习动机的优势最大化。 相似文献
16.
近年来儿童早期学习品质受到国内外学术界的广泛关注。对61个国内外实证研究及25份新修订政策文本的分析表明,学界对儿童学习品质最基本的理解是学习品质关注的是儿童如何学习,而不是儿童学到了什么,描述的是儿童在趋近学习的过程中和投入学习时表现出来的一系列行为、认知与态度倾向;就其构成因素来说,主动性、坚持性、专注力、好奇心、创新创造、灵活性是实证研究与政策文件共同反映的高频因素;学习品质与儿童的在园学习与入学准备显著相关,且能直接预测儿童未来不同阶段的学业成就;学习品质对儿童的同伴关系、社会能力的发展也有显著影响,并能显著降低行为问题与学业困难方面的风险;学习品质在儿童的学习与发展中起着重要的调节作用,如可以调节低质量学校教育或家庭贫困对儿童学习与发展的负面影响,可以降低个体行为问题对其学业成就的不利影响等。学习品质在儿童早期学习与毕生发展中都具有重要的奠基性作用,未来应进一步探索更为低龄儿童学习品质的因素结构及其发展规律,加强我国教育背景下学习品质对儿童学习效应的实证检验与纵向追踪,探索学习品质发展的个体差异及其增长轨迹,开展相关准实验研究以进一步明确学习品质与学习效应之间的关系。不仅要促进我国儿童早期教育实践领域高度重视和践行儿童学习品质的培养,而且应在宏观政策层面把儿童学习品质的发展纳入学前教育质量评价体系,建立儿童学习品质发展数据库,实施儿童学习品质发展监测。 相似文献
17.
Massive Online Open Course (MOOC) research indicates that lack of student motivation to learn generally plays a significant role in student attrition and dropouts. Aside from this, very little is known specifically about student motivation to learn in MOOCs. The purpose of this study is to empirically investigate the ways in which content, navigation, learning and support, accessibility, interactivity, visual design, and self-assessment and learnability impact the student motivation to learn in a MOOC. Understanding these relationships will provide MOOC educators and administrators with valuable understanding of the factors impacting student motivation to learn. Furthermore, the study analyzes the motivational factors of learners and identifies learners into different categories. The data for the study were collected from the Coursera course “iMOOC101: Mastering American e-Learning.” The study findings indicate that content, accessibility, and interactivity significantly impact student motivation to learn, whereas navigation and learning and support marginally impact student motivation to learn. However, visual design and self-assessment and learnability were not found to be significant in student motivation to learn. 相似文献
18.
The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement. 相似文献
19.
采用配对取样的方法,对143名领导者与其429名下属员工进行问卷调查表明,领导者创新精神对创新气氛有显著预测作用;领导者创新精神对员工创新绩效有显著预测作用;创新气氛对员工创新绩效有显著预测作用;创新气氛在领导者创新精神与员工创新绩效的关系中有部分中介作用。 相似文献
20.
This article describes a situative approach to studying motivation to learn in social contexts. We begin by contrasting this perspective to more prevalent psychological approaches to the study of motivation, describing epistemological and methodological differences that have constrained conversation between theoretical groups. We elaborate on issues of the unit of analysis, the conceptualization of contexts, and the role of identity as a central construct. Finally, we argue that the design of learning environments and interventions to change learning environments are informed by attention to the relationships among meanings, identities, and motives in context. We illustrate our argument with examples of design-based research and design-based implementation research focused on motivation to learn in children and adults. 相似文献