Literaturnachweis - Detailanzeige
Autor/inn/en | Milligan, Colin; Fontana, Rosa Pia; Littlejohn, Allison; Margaryan, Anoush |
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Titel | Self-Regulated Learning Behaviour in the Finance Industry |
Quelle | In: Journal of Workplace Learning, 27 (2015) 5, S.387-402 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1366-5626 |
DOI | 10.1108/JWL-02-2014-0011 |
Schlagwörter | Metacognition; Regression (Statistics); Role; Prediction; Workplace Learning; Learning Processes; Informal Education; Statistical Analysis; Finance Occupations; Questionnaires; Measures (Individuals); Self Evaluation (Individuals); Correlation; Self Management; Professional Development; Foreign Countries; Factor Analysis; United Kingdom Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Regression; Regressionsanalyse; Rollen; Vorhersage; Learning process; Lernprozess; Informelle Bildung; Nichtformale Bildung; Statistische Analyse; Finanzbuchhalter; Fragebogen; Messdaten; Korrelation; Selbstmanagement; Ausland; Faktorenanalyse; Großbritannien |
Abstract | Purpose: This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development. Design/methodology/approach: The study was conducted with knowledge workers from the finance industry. In all, 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning [SRL] and learning undertaken). The relationship between the variables was tested through linear regression analysis. Findings: Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning. Research limitations/implications: This quantitative study identifies a relationship between specific SRL behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow-up studies could explore whether the findings are generalisable to other contexts. Practical implications: Developing a deeper understanding of how individuals manage their day-to-day learning can help shape the learning and development support provided to individual knowledge workers. Originality/value: Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |