Self-regulated learning behaviour in the finance industry

Colin Milligan*, Rosa Pia Fontana, Allison Littlejohn, Anoush Margaryan

*Corresponding author for this work

    Research output: Contribution to journalArticle

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    Abstract

    Purpose
    – This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development.

    Design/methodology/approach
    – The study was conducted with knowledge workers from the finance industry. In all, 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning [SRL] and learning undertaken). The relationship between the variables was tested through linear regression analysis.

    Findings
    – Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning.

    Research limitations/implications
    – This quantitative study identifies a relationship between specific SRL behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow-up studies could explore whether the findings are generalisable to other contexts.

    Practical implications
    – Developing a deeper understanding of how individuals manage their day-to-day learning can help shape the learning and development support provided to individual knowledge workers.

    Originality/value
    – Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning.
    Original languageEnglish
    Pages (from-to)387-402
    Number of pages16
    JournalJournal of Workplace Learning
    Volume27
    Issue number5
    DOIs
    Publication statusPublished - 13 Jul 2015

    Keywords

    • knowledge workers
    • workplace learning
    • self-regulated learning
    • SRL
    • learning
    • intrinsic motivation

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