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Untangling Learning Agility: Explori...

Smith, Brandon A.

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Untangling Learning Agility: Exploring Connections With Informal Learning, Personality, Reflective Thinking, and Motivation to Learn.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Untangling Learning Agility: Exploring Connections With Informal Learning, Personality, Reflective Thinking, and Motivation to Learn./
作者:	Smith, Brandon A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	194 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-07, Section: B.
Contained By:	Dissertations Abstracts International85-07B.
標題:	Adult education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30690601
ISBN:	9798381422795

Untangling Learning Agility: Exploring Connections With Informal Learning, Personality, Reflective Thinking, and Motivation to Learn.
Smith, Brandon A.

Untangling Learning Agility: Exploring Connections With Informal Learning, Personality, Reflective Thinking, and Motivation to Learn. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 194 p.

Source: Dissertations Abstracts International, Volume: 85-07, Section: B.

Thesis (Ph.D.)--University of Georgia, 2023.

Learning agility has gained significant traction within organizational talent management. This trend is not surprising, given that meta-analytic reviews have indicated that learning agility is a strong predictor of leadership performance and potential. Yet, despite significant empirical findings, critics have argued that learning agility is conceptually unclear and lacks a solid theoretical basis. This study aimed to add conceptual clarity to the learning agility construct by examining learning agility's relationship to the theoretically connected concept of informal learning. It also investigated motivation to learn, reflective thinking, and personality as antecedents of learning agility and modeled the relationship between these constructs, learning agility, and informal learning. By modeling these variables' relationships, this study provided a better understanding of learning agility's nomological network.The following research questions guided this study: (1) To what extent, if any, does learning agility predict informal learning behaviors? (2) To what extent, if any, does learning agility predict informal learning behaviors beyond personality factors? (3) What is the relationship between and among motivation to learn, reflective thinking, personality, learning agility, and informal learning behaviors? This study analyzed secondary self-report survey data{A0}from 310 participants. Data analysis procedures entailed simple and multiple linear regression and path analysis.The study findings indicated that learning agility predicts informal learning behaviors and that learning agility predicts informal learning above and beyond personality factors. The hypothesized path model among study variables had poor model fit; however, a revised, more parsimonious path model consisting of openness to experience, extraversion, emotional stability, learning agility, motivation to learn, reflective thinking, and informal learning behaviors exhibited a favorable model fit and explained approximately 35.9% of the variation in informal learning behaviors.{A0}The study concluded that learning agility, as currently understood, lacks conceptual clarity and robust measurement. While learning agility predicted informal learning behaviors, the relationships were weak, and subdimensional relationships among study variables deviated from conceptual understanding. Therefore, the study results underscore the importance of developing more precise conceptual frameworks and measurement tools for learning agility. Overall, this research contributes to a more nuanced understanding of learning agility by providing a model elucidating the learning-from-experience process.

ISBN: 9798381422795Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Informal learning behaviors

Untangling Learning Agility: Exploring Connections With Informal Learning, Personality, Reflective Thinking, and Motivation to Learn.
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