Lifelong learning amongst working professionals: learning motivation, attitudes, process and workplace learning conditions

• Main Author: Tan, Wendy Siew Inn
• Other Authors: Ho Moon-Ho Ringo
• Format: Thesis-Doctor of Philosophy
• Language: English
• Published: Nanyang Technological University 2023
• Subjects: Social sciences::Psychology
• Online Access: https://hdl.handle.net/10356/169218
• Institution: Nanyang Technological University

Lifelong learning is necessary as working adults continuously upskill to stay relevant. Yet research on adult learning is currently fragmented with multiple theories focusing on different aspects of adult learning. This study aims to generate a holistic model of adult lifelong learning to answer the following questions: What are the motivation factors and attitudes that drive and sustain lifelong learning? What is the learning process that integrates both skill mastery, and the metacognitive aspect of learning how to learn? Lastly, what is the relationship between learning attitudes, learning process, workplace learning conditions in helping working professionals grow and develop? These questions were answered through three studies. Study 1 consisted of qualitative semi-structured interviews with 25 working professionals to generate a conceptual model of adult learning in the workplace. Study 2 employed a quantitative survey with 340 working professionals to validate the conceptual model empirically. The differences in the learning processes and workplace learning conditions of working professionals in the top 20%, middle 20% and bottom 20% of learning outcomes were examined in Study 3. This research effort has theoretical, methodological and practical contributions. It presents an empirically validated integrative model of motivation, attitudes, process and workplace factors driving lifelong learning in working professionals. Purpose, proactive initiative, metacognitive ability, learning-rich job are key predictors of learning outcomes such as increased capability, sense of identity and engaged employability. Working professionals at the top 20% of learning and growth outcomes also have more learning activities (inspiring stimuli – reflective insight – targeted application – specific feedback) and higher metacognitive ability, compared to those at the bottom 20%. Based on these research findings, the practical recommendations to cultivate lifelong learning in working professionals are outlined. Limitations of this study are also discussed.