Does learning empowerment matter? Development and initial validation of the work-related learning empowerment scale.

Autor/inn/en	Kortsch, Timo; Schmitz, Anja Pia; Decius, Julian
Titel	Does learning empowerment matter? Development and initial validation of the work-related learning empowerment scale.
Quelle	In: Organisationsberatung, Supervision, Coaching, 32 (2025) 3, S. 363-381 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen; Abbildungen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1618-808X; 1862-2577
DOI	10.1007/s11613-025-00953-y
Schlagwörter	Empowerment; Handlungskompetenz; Psychologie; Lernen; Messung; Methode; Validität; Arbeitsplatz; Karriere; Einflussfaktor; Selbstbestimmungsrecht
Abstract	The concept of New Learning emphasizes the psychological empowerment of learners as a prerequisite for effective work-related learning. However, a validated measure to assess empowerment specifically in the context of work-related learning has been lacking. This study introduces the Work-Related Learning Empowerment Scale (WRLES) and investigates its predictive value for key learning and career-related outcomes. Based on a two-wave online study (N = 258, recruited via Prolific), we developed and validated a new instrument through exploratory and confirmatory factor analysis. The findings indicate a three-factor structure?self-determination, meaning, and competence?with high reliability and evidence of convergent and discriminant validity. WRLE significantly predicted job satisfaction, work engagement, and both informal and self-regulated learning.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2026/2