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Updated: Jul 29, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
It's all metacognitive: The relationship between informal learning and self-regulated learning in the workplace
Anne Frieda Doris Kittel1, Tina Seufert1
1Institute for Psychology and Pedagogy, Ulm University, Ulm, Germany.
Abstract:
Informal workplace learning accounts for a large extent of employees' learning. Informal learning activities such as reflection or keeping up-to-date resemble self-regulated learning strategies that indicate the ability to plan, monitor, and regulate one's learning. However, little is known about the relationship between informal learning behaviors and self-regulated learning strategies. Structural equation modeling with data from 248 employees revealed that the informal learning behaviors of reflection, keeping up-to-date, feedback-seeking, and knowledge-sharing are strongly related to the metacognitive self-regulated learning strategies of monitoring and regulation. However, informal learning behaviors lack the deep-processing strategies of elaboration and organization, and the resource strategies of help-seeking and effort regulation. Only innovative behavior is strongly related to effort regulation. These results suggest a potential deficit in employees' strategy use. Employees should consider further resources to increase their learning effectiveness in the workplace. The results are discussed, and practical implications are outlined.
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