Yu Haiqin, Zhang Jian, Zou Ruomeng
School of Education, Huazhong University of Science and Technology, Wuhan, China.
School of Economics and Management, Beijing University of Science and Technology, Beijing, China.
Front Psychol. 2021 Mar 31;12:601200. doi: 10.3389/fpsyg.2021.601200. eCollection 2021.
Online informal learning (IL) spreads quickly in the COVID-19 Pandemic. Studies have predicted that both online and workplace IL have potential value to individual and organization development, whereas the study on its link with innovation remains scarce. IL is an individualized learning pattern different from formal learning, and its functioning mechanism on innovation will deepen our understanding of the relationship between learning and innovation. Self-efficacy and autonomous motivation are considered as two streams of motivational mediating mechanisms to innovation. However, previous studies have proceeded largely in separation from each other. Researchers highlight the need to develop a more fine-grained theory of motivation and innovation. In addressing these literature gaps, this paper takes college teachers as the sample and focuses on the motivational mediating mechanism between online IL and innovation. The results showed that teachers IL could positively predict innovative teaching performance. Personal teaching efficacy and autonomous motivation played as sequential mediators on the link between IL and innovative teaching performance. This study extends the literature of IL-innovation relationship and enriches understanding of cognition-oriented motivation theory, highlighting one's internal autonomous construction is the key to innovation. Theoretical and practical implications for psychological empowerment are discussed.
在线非正式学习（IL）在新冠疫情期间迅速传播。研究预测，在线和职场非正式学习对个人和组织发展都具有潜在价值，然而，关于其与创新之间联系的研究仍然很少。非正式学习是一种不同于正式学习的个性化学习模式，其对创新的作用机制将加深我们对学习与创新之间关系的理解。自我效能感和自主动机被视为创新的两种动机中介机制。然而，以往的研究大多是相互独立进行的。研究人员强调需要发展一种更细化的动机与创新理论。为了填补这些文献空白，本文以高校教师为样本，重点研究在线非正式学习与创新之间的动机中介机制。结果表明，教师的非正式学习能够正向预测创新教学表现。个人教学效能感和自主动机在非正式学习与创新教学表现之间的联系中起到了顺序中介的作用。本研究扩展了非正式学习与创新关系的文献，丰富了对认知导向动机理论的理解，强调个人的内部自主建构是创新的关键。文中还讨论了心理赋能的理论和实践意义。
