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 language | English |
|---|---|
| Pages (from-to) | 245–259 |
| Number of pages | 15 |
| Journal | International Journal of Training and Development |
| Volume | 17 |
| Issue number | 4 |
| Early online date | 13 Jul 2013 |
| DOIs | |
| Publication status | Published - Dec 2013 |
Keywords
- self-regulated learning
- learning goals
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Margaryan, A., Littlejohn, A., & Milligan, C. (2013). Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals. International Journal of Training and Development, 17(4), 245–259. https://doi.org/10.1111/ijtd.12013