Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

Autor/inn/en	Choi, Woojae; Jacobs, Ronald L.
Titel	Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning
Quelle	In: Human Resource Development Quarterly, 22 (2011) 3, S.239-257 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1044-8004
DOI	10.1002/hrdq.20078
Schlagwörter	Informal Education; Educational Environment; Workplace Learning; Individual Characteristics; Learning Motivation; Self Efficacy; Goal Orientation; Middle Management; Administrators; Banking; Structural Equation Models; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Mittlere Führungskraft; Bankgeschäft; Ausland; Korea; Republik
Abstract	While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean commercial banks. To control the common method biases, the predictor and criterion variables were measured at different points in time with two separate sets of questionnaires. The results from using structural equation modeling showed that the proposed model indicated a better fit to the data than alternative models. It was found that formal learning and personal learning orientation have significant and positive impacts on informal learning. Although a supportive learning environment did not have a direct effect on informal learning, it had a modest but significant indirect effect on informal learning through formal learning. Implications for future research and practices are also discussed. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10