Influencing work-related learning: the role of job characteristics and self-directed learning orientation in part-time vocational education
(2010) Vocations and Learning — Vol. 3, n° 3, p. 239-255 (2010)
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- Authors
- Abstract
- Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers. The present study was conducted in a centre for part-time vocational education in Flanders (Belgium). The students in the centre work for three days a week and attend school during the other two days. A questionnaire using scales adapted from validated instruments was used. Students were asked to complete the questionnaire with the job in mind they were doing at present. A total of 115 students from different sectors completed the questionnaire. It was assumed that high scores for self-directed learning orientation and high scores for the job characteristics job demands, job control and social support would be associated with more work-related learning behaviour. All scales had acceptable Cronbach alpha values. The results of the linear regression analyses indicated that only the self-directed learning orientation scale predicted the work-related learning behaviour to a significant extent.
- Affiliations
The Netherlands University of Leiden
Citations
Raemdonck, I., Vervecken, D., & Gijbels, D. (2010). Influencing work-related learning: the role of job characteristics and self-directed learning orientation in part-time vocational education. Vocations and Learning, 3(3), 239-255. https://doi.org/10.1007/s12186-010-9041-6 (Original work published 2010)