The table below presents an overview of the concepts in the learning competence questionnaire and the original instruments on which the items in the questionnaire are based:
|
Concept |
Instrument |
Items |
Original source |
||
| By what drive are employees motivated to participate in a professional development activity (motivation to learn) | Self regulation questionnaire | 18 | Ryan, R., & Connell, J. (1989) | ||
| Academic motivation Questionnaire | Vallerand, R., Pelletier, L., Blais, M., Brière, N., Senécal, C., & Vallières, E. (1992) |
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| How do employees regulate their learning during a professional development activity? (self-regulation strategies) | Motivated Strategies for LearningQuestionnaire | 9 | Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991) |
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| Do employees pay attention to transfer possibilities? (transfer intention) | Transfer strategies | 4 | Burke, L., & Baldwin, T. (1999) | ||
| Do employees perceive themselves to be able to successfully complete the professional development activity? (self-efficacy) | Motivated Strategies for LearningQuestionnaire | 8 | Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991) |
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| What type of goals do employees set for themselves when participating in a professional development activity? (goal orientation) | Goal orientation | 15 | Elliott, E., & Dweck, C. (1988) | ||
| Work avoidance orientation | Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988) | ||||
| How do employees prefer to make decisions (cognitive decision style) | Preference for Intuition and deliberation | 18 | Betsch, C., & Kunz, J. (2008) | ||