From task characteristics to learning: A systematic review

Wielenga‐Meijer, E. G. A., Taris, T. W., Kompier, M. A. J. & Wigboldus, D. H. J. (2010). From task characteristics to learning: A systematic review. Scandinavian Journal of Psychology, 51, 363–375. Although many theoretical approaches propose that job characteristics affect employee learning, th...

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Published in:Scandinavian journal of psychology 2010-10, Vol.51 (5), p.363-375
Main Authors: WIELENGA-MEIJER, ETTY G. A., TARIS, TOON W., KOMPIER, MICHIEL A. J., WIGBOLDUS, DANIËL H. J.
Format: Article
Language:English
Subjects:
Autonomy
Cognitive ability
Employment
Feedback
Humans
Learning
Learning at work
learning processes
Metacognition
Problem solving
Professional Competence
Psychology
review
Reviews
task characteristics
Task Performance and Analysis
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Summary:Wielenga‐Meijer, E. G. A., Taris, T. W., Kompier, M. A. J. & Wigboldus, D. H. J. (2010). From task characteristics to learning: A systematic review. Scandinavian Journal of Psychology, 51, 363–375. 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.
ISSN:0036-5564
1467-9450
DOI:10.1111/j.1467-9450.2009.00768.x