The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

Lin, Xiaoyue; Liang, Jyh Chong; Tsai, Chin Chung; Hu, Qintai

doi:10.14742/ajet.3198

Cited by 15 publications

(12 citation statements)

References 36 publications

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“…More precisely, the results suggest that, in particular, autonomy in methods, decision, and feedback from others related to selfefficacy, whereas autonomy in planning and task identity had no significant indirect effects on SRL strategies via self-efficacy. These results confirm previous studies (e.g., Joo and Park, 2010;Hans and Gupta, 2018), but they contradict other results (e.g., Simosi, 2012;Froehlich et al, 2014;Lin et al, 2018).…”

Section: Context Indirectly Enables Self-regulated Learning In Informsupporting

confidence: 86%

“…There is a lack of empirical research on SRL strategies ( Parker et al, 2017 ). Although some studies found that job characteristics can enhance SRL (see the review by Wielenga-Meijer et al, 2010 ; Gijbels et al, 2014 ; Noe et al, 2014 ; Lin et al, 2018 ), they do not investigate the relation to SRL in detail because they do not measure SRL according to current SRL model frameworks. Regarding motivation, a task accompanied by high autonomy and feedback leads to higher motivation ( Parker et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

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Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

2021

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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 N = 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.

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Section: Context Indirectly Enables Self-regulated Learning In Informsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

2021

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“…In East Asian countries, like China, are partial to this type of m‐learning owing to cultural influences and specific educational contexts. For instance, many Chinese learners use smartphones to watch, listen to, and memorize learning materials anytime and anywhere in preparation for highly competitive examinations (Lin, Liang, Tsai, & Hui, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches

Lin

Deng

et al. 2019

Computer Assisted Learning

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Close links between students' conceptions of and approaches to learning were established in the past research. However, only a few quantitative studies investigated this relationship particularly with regard to mobile learning (m‐learning). The correlation between learners' conceptions and approaches to m‐learning was analysed using a partial least squares analysis applied to data obtained from a sample of 971 undergraduate students in China. The results indicated that students' conceptions of m‐learning could be classified into reproductive, transitional, and constructive levels. Students may hold multiple m‐learning applications than a predominant one; hence, examining m‐learning as one monolithic entity may provide limited information. Latent profile analysis identified four learning profiles based on students' preferred m‐learning applications: passive, mixed, surface‐supportive, and high‐engagement.. Moreover, a general trend was observed, whereby students with reproductive and surface‐supportive learning profiles showed a tendency to adopt surface approaches, whereas those expressing constructive and mixed learning profiles were more inclined to adopt deep approaches. Interestingly, students with transitional conceptions and high‐engagement learning profiles tended to take both surface and deep approaches.

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“…In face-to-face education research, job match has a positive effect on individuals [28]. Furthermore, job characteristics have a significant relationship between attitudes towards distance education [29]. So, it is necessary to explore the relationship between job matching and distance education.…”

Section: Literature Reviewmentioning

confidence: 99%

An Empirical Study on Distance Education and Job Match

Wang

2020

Sustainability

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Job match has always been the focus of educational research. However, current empirical studies are limited to the analysis of face-to-face education, and there's no empirical study focusing on the job match of distance education. To fill the gap in this research field, this study analyzes the distance learners in China to demonstrate the relationship between distance education and job match by using the data from a nationwide household survey. The empirical results involve two significant findings. Firstly, distance learners and face-to-face learners have no significant difference in job match. This study attempts to explain this with the human capital theory, that is, distance learners and face-to-face learners have no difference in obtaining their specific human capital, so they both prefer to work on a position characterized by job match. Secondly, job mismatch has no significant negative effect on the income of distance learners. This study attempts to explain this with the screening theory, that is, though distance education would improve the learners' specific human capital, it still acts as a diploma signal, to some extent, in China, thus making it impossible for the specific human capital obtained by distance learners to transform into a superiority in income.

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The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace

Cited by 15 publications

References 36 publications

Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics

Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches

An Empirical Study on Distance Education and Job Match

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