Kittel Anne F D, Kunz Rebecca A C, Seufert Tina
Abt. Lehr-Lernforschung, Universität Ulm, Ulm, Germany.
Front Psychol. 2021 Mar 10;12:643748. doi: 10.3389/fpsyg.2021.643748. eCollection 2021.
The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning (SRL) is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics (autonomy, task identity, and feedback) on SRL. Structural equation modeling of = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined.
数字化转型带来了越来越多的变化。员工可以通过基于需求发展的非正式学习来应对这些变化。对于成功的非正式学习而言，自我调节学习（SRL）至关重要，即设定目标、制定计划、应用策略、监控并调节学习，例如通过应用资源策略。然而，现有的自我调节学习模型均指向正式学习情境。由于非正式学习与正式学习不同，本研究调查了自我调节学习模型是否可以从正式学习环境转移到非正式工作环境中。更确切地说，所有方面都相关吗？关系模式是怎样的？由于非正式工作场所学习是通过与情境的互动发生的，本研究调查了情境的影响，即组织学习文化和工作特征（自主性、任务完整性和反馈）对自我调节学习的影响。对来自不同行业的170名员工进行的结构方程建模表明，自我报告的元认知策略规划、监控和调节具有相关性；资源策略寻求帮助和努力调节具有相关性；深度加工策略细化具有相关性。然而，没有证据表明组织策略具有相关性。学习策略与自我效能感和掌握目标导向相关。关于情境，结果支持了学习策略通过自我激励信念产生的间接影响。组织学习文化与掌握目标导向相关，而工作特征自主性和反馈与自我效能感相关，自我效能感又与自我调节学习策略相关。因此，情境不仅可以使员工能够完成任务，还可以通过应用自我调节学习策略来实现自我发展。本文对结果进行了讨论，并概述了实际意义。
