How Personality, Emotions and Situational Characteristics Affect Learning from Social Interactions in the Workplace

Autor/inn/en	LeiB, Tamara Vanessa; Rausch, Andreas
Titel	How Personality, Emotions and Situational Characteristics Affect Learning from Social Interactions in the Workplace
Quelle	In: Vocations and Learning, 16 (2023) 1, S.73-97 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (LeiB, Tamara Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-022-09303-w
Schlagwörter	Foreign Countries; Interpersonal Relationship; Psychological Patterns; Personality; Vocational Schools; College Students; Academic Achievement; Self Concept; Predictor Variables; Emotional Experience; Work Environment; Apprenticeships; Germany + Suchen Sie Ihr Suchwort? Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Personalität; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Collegestudent; Schulleistung; Selbstkonzept; Prädiktor; Arbeitsmilieu; Apprenticeship; Lehre; Deutschland
Abstract	The present study examines the effects of social interactions' situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions' characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee's higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions' baseline level as well as personality traits had no significant influence. The results indicate that social interactions' situational characteristics have the biggest influence on self-perceived learning from social interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01