Leiß Tamara Vanessa, Rausch Andreas
Mannheim Business School (MBS), University of Mannheim, Mannheim, Germany.
Vocat Learn. 2023;16(1):73-97. doi: 10.1007/s12186-022-09303-w. Epub 2022 Nov 10.
The present study examines the effects of social interactions' situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions' characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee's higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions' baseline level as well as personality traits had no significant influence. The results indicate that social interactions' situational characteristics have the biggest influence on self-perceived learning from social interactions.
本研究基于日记和调查数据，考察了社交互动的情境特征、情绪和个性对工作中通过社交互动的自我感知学习的影响。样本包括43名参加各种学徒培训项目的德国职业教育培训（VET）学员。在为期十个工作日的日记记录期间，参与者被要求每天记录五次工作中的典型社交互动。通过多层次分析对1328次社交互动的定量数据进行了分析。关于社交互动的特征，分析表明工具性的基线水平、社交互动的中断、其工具性以及学员在互动中提出的问题是自我感知学习的积极预测因素。然而，学员较高的发言比例是一个消极预测因素。关于状态情绪，无聊和积极的情绪体验被确定为工作中通过社交互动学习的显著积极预测因素。情绪的基线水平以及个性特征没有显著影响。结果表明，社交互动的情境特征对通过社交互动的自我感知学习影响最大。
