Self-Directed Learning Motivational Drivers of Working Professionals: Confirmatory Factor Models

Autor/inn/en	Baber, Hasnan; Deepa, V.; Elrehail, Hamzah; Poulin, Marc; Mir, Faizan Ashraf
Titel	Self-Directed Learning Motivational Drivers of Working Professionals: Confirmatory Factor Models
Quelle	In: Higher Education, Skills and Work-based Learning, 13 (2023) 3, S.625-642 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baber, Hasnan) ORCID (Elrehail, Hamzah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-04-2023-0085
Schlagwörter	Independent Study; Learning Motivation; Workplace Learning; Employees; Employee Attitudes; Expectation; Positive Reinforcement; Adult Education; Foreign Countries; India + Suchen Sie Ihr Suchwort? Selbststudium; Motivation for studies; Lernmotivation; Employee; Arbeitnehmer; Beschäftigter; Arbeitnehmerinteresse; Expectancy; Erwartung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Indien
Abstract	Purpose: As learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace. Design/methodology/approach: A total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability. Findings: The results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation. Practical implications: The findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace. Originality/value: A new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01