Multiple-event measurement of self-directed learning: The interaction of personality traits and contextual variables on employees’ daily self-directed learning fluctuation - University of Twente Student Theses
Multiple-event measurement of self-directed learning: The interaction of personality traits and contextual variables on employees’ daily self-directed learning fluctuation
Abstract: Self-directed learning (SDL) has proved to increase employees‟ motivation and performance, as they are able to improve in work, and foresee upcoming changes that they need to adapt to. In contrast with previous studies, SDL was measured as an event, with a multiple-event measurement, as its definition denotes a dynamic aspect that evokes fluctuations. The current study investigated whether the interaction of the personality traits of conscientiousness and openness to experience and daily levels of workload, and work autonomy explain fluctuations of SDL. A longitudinal design with 15 measurement points for SDL and 5 for workload and work autonomy was adopted. Participants‟ SDL was measured by evaluating their reported daily learning activities in terms of their quantity and quality. Additionally, employees‟ SDL was expected to be higher on the beginning of the day and the week. SDL, workload and work autonomy were measured multiple times over a working week with a multipleevent instrument, in order to capture within-person fluctuations. The 49 participants of the study yielded in 488 reported learning experiences. The hypothesis that employees engage more in SDL activities at the beginning of the day and the week was confirmed only according to the quantitative aspect of SDL. Additionally, it was found that as the quantity of the SDL was gradually dropping the quality of it was increasing over the week. The interactions of conscientiousness and workload as well as openness to experience and work autonomy did not have a significant effect on SDL. Only openness to experience was found to have a main effect on the quantity of SDL. This suggests that people that are more open to experience tend to be more responsible about their development by engaging in more learning activities than others.