Wielenga-Meijer Etty G A, Taris Toon W, Kompier Michiel A J, Wigboldus Daniël H J
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, the NetherlandsDepartment of Social and Organizational Psychology, Utrecht University, Utrecht, the Netherlands.
Scand J Psychol. 2010 Oct;51(5):363-75. doi: 10.1111/j.1467-9450.2009.00768.x.
Although many theoretical approaches propose that job characteristics affect employee learning, the question is why and how job characteristics influence learning. The present study reviews the evidence on the relationships among learning antecedents (i.e., job characteristics: demands, variety, autonomy and feedback), learning processes (including motivational, meta-cognitive, cognitive and behavioral processes) and learning consequences. Building on an integrative heuristic model, we quantitatively reviewed 85 studies published between 1969 and 2005. Our analyses revealed strong evidence for a positive relation between job demands and autonomy on the one hand and motivational and meta-cognitive learning processes on the other. Furthermore, these learning processes were positively related to learning consequences.
尽管许多理论方法都认为工作特征会影响员工学习，但问题在于工作特征为何以及如何影响学习。本研究回顾了关于学习前因（即工作特征：要求、多样性、自主性和反馈）、学习过程（包括动机、元认知、认知和行为过程）与学习结果之间关系的证据。基于一个综合启发式模型，我们对1969年至2005年间发表的85项研究进行了定量综述。我们的分析显示，一方面工作要求和自主性与另一方面的动机和元认知学习过程之间存在积极关系，这有强有力的证据支持。此外，这些学习过程与学习结果呈正相关。
