Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals

Anoush Margaryan, Allison Littlejohn, Colin Milligan

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    Abstract

    The research reported here is an exploratory qualitative study aimed at identifying professionals' self-regulatory strategies underpinning the planning and attainment of learning goals in the workplace and showing how a number of organizational factors affect these strategies. The rationale for the study is that existing research tells us little about how professionals regulate their learning, largely because much of the literature on the self-regulation of learning has been conducted with pupils and students in schools and universities rather than with professionals.
    Original languageEnglish
    Pages (from-to)245–259
    Number of pages15
    JournalInternational Journal of Training and Development
    Volume17
    Issue number4
    Early online date13 Jul 2013
    DOIs
    Publication statusPublished - Dec 2013

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    Keywords

    • self-regulated learning
    • learning goals

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