Exploring the Social Context of Self-directed Learning in the Contemporary Workplace

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F24%3A10478950" target="_blank" >RIV/00216208:11210/24:10478950 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4-dZaEEKU9" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4-dZaEEKU9</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/humaff-2023-0122" target="_blank" >10.1515/humaff-2023-0122</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Exploring the Social Context of Self-directed Learning in the Contemporary Workplace

Popis výsledku v původním jazyce

The evolving landscape of workforce learning underscores the increasing importance of self-directed learning (SDL) within business organizations. SDL shifts the learning responsibility to learners themselves, requiring self-control, self-management, and autonomous motivation. Despite its numerous benefits for both business organizations and workers, it is challenged by the varying degrees of workers&apos; individual self-direction. This literature review aims to articulate the significance of social context - the support from leaders and peers - in facilitating workers&apos; SDL. It highlights leader autonomy support as the key factor of fostering workers&apos; autonomous motivation in SDL. Moreover, it examines the role of learner-peer interactions, including help, feedback, and information seeking, as specific aspects of peer support. These interactions further facilitate positive attitudes towards SDL and advance problem-solving, potentially leading to collaborative learning. The literature review is concluded by outlining possible future research directions.

Název v anglickém jazyce

Exploring the Social Context of Self-directed Learning in the Contemporary Workplace

Popis výsledku anglicky

The evolving landscape of workforce learning underscores the increasing importance of self-directed learning (SDL) within business organizations. SDL shifts the learning responsibility to learners themselves, requiring self-control, self-management, and autonomous motivation. Despite its numerous benefits for both business organizations and workers, it is challenged by the varying degrees of workers&apos; individual self-direction. This literature review aims to articulate the significance of social context - the support from leaders and peers - in facilitating workers&apos; SDL. It highlights leader autonomy support as the key factor of fostering workers&apos; autonomous motivation in SDL. Moreover, it examines the role of learner-peer interactions, including help, feedback, and information seeking, as specific aspects of peer support. These interactions further facilitate positive attitudes towards SDL and advance problem-solving, potentially leading to collaborative learning. The literature review is concluded by outlining possible future research directions.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Human Affairs

ISSN

1210-3055

e-ISSN

1337-401X

Svazek periodika

34

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

16

Strana od-do

295-310

Kód UT WoS článku

001190437300001

EID výsledku v databázi Scopus

2-s2.0-85189176095