It’s all metacognitive: The relationship between informal learning and self-regulated learning in the workplace

Anne Frieda Doris Kittel and Tina Seufert

PLOS ONE, 2023, vol. 18, issue 5, 1-19

Abstract: Informal workplace learning accounts for a large extent of employees’ learning. Informal learning activities such as reflection or keeping up-to-date resemble self-regulated learning strategies that indicate the ability to plan, monitor, and regulate one’s learning. However, little is known about the relationship between informal learning behaviors and self-regulated learning strategies. Structural equation modeling with data from 248 employees revealed that the informal learning behaviors of reflection, keeping up-to-date, feedback-seeking, and knowledge-sharing are strongly related to the metacognitive self-regulated learning strategies of monitoring and regulation. However, informal learning behaviors lack the deep-processing strategies of elaboration and organization, and the resource strategies of help-seeking and effort regulation. Only innovative behavior is strongly related to effort regulation. These results suggest a potential deficit in employees’ strategy use. Employees should consider further resources to increase their learning effectiveness in the workplace. The results are discussed, and practical implications are outlined.

Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0286065

DOI: 10.1371/journal.pone.0286065

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