From task characteristics to learning: A systematic review.
Although many theoretical approaches propose that job characteristics affect employee learning, the question is why and how job characteristics influence learning. The present study reviews the evidence on the relationships among learning antecedents (i.e., job characteristics: demands, variety, autonomy and feedback), learning processes (including motivational, meta-cognitive, cognitive and behavioral processes) and learning consequences. Building on an integrative heuristic model, we quantitatively reviewed 85 studies published between 1969 and 2005. Our analyses revealed strong evidence for a positive relation between job demands and autonomy on the one hand and motivational and meta-cognitive learning processes on the other. Furthermore, these learning processes were positively related to learning consequences.
Wielenga-Meijer
Etty G A
EG
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, the NetherlandsDepartment of Social and Organizational Psychology, Utrecht University, Utrecht, the Netherlands.
Taris
Toon W
TW
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, the NetherlandsDepartment of Social and Organizational Psychology, Utrecht University, Utrecht, the Netherlands.
Kompier
Michiel A J
MA
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, the NetherlandsDepartment of Social and Organizational Psychology, Utrecht University, Utrecht, the Netherlands.
Wigboldus
Daniël H J
DH
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, the NetherlandsDepartment of Social and Organizational Psychology, Utrecht University, Utrecht, the Netherlands.
D004651:Employment; D006801:Humans; D007858:Learning; D000067489:Metacognition; D011361:Professional Competence; D013647:Task Performance and Analysis