Understanding knowledge workers’ learning processes during formal professional development activities: Linking motivational and (meta)cognitive factors

The current study investigates the relation between knowledge workers’ motivation to participate in formal professional development activities, as measured by self-determination theory, their goal orientation at the start of the professional development activity, their use of self-regulation strategies and their intentions to transfer. 525 Participants were questioned on their motives, goals, learning strategies and intentions to transfer using existing but adapted and validated questionnaires. Results of a path analyses show a strong relation between high quality motivation, self-regulation and intention to transfer. Participants’ mastery orientation and work avoidance orientation partially mediate the link between their motivation to participate and both the use of self-regulation strategies and intentions to transfer.status: accepte