Purpose
The purpose of this paper is to examine the personal antecedents to taking on the challenge of learning, particularly when there is competition for time at work. Taking on challenging tasks, particularly those that enhance learning, is a critical behavior in today’s dynamic business environments. This paper explores how individual differences motivate people to choose a challenging task over an easy one.
Design/methodology/approach
A behavioral measure was used to determine if working adults higher in learning goal orientation, curiosity, and need for cognition were more likely to take on a challenging task, even when there was competition for their time. Structural equation modeling was used to more deeply examine whether these constructs independently contribute to the outcome.
Findings
Goal orientation, curiosity and need for cognition each significantly predicted whether working adults took on a challenging task. Additional analysis revealed that learning goal orientation, curiosity, and need for cognition loaded onto a single factor.
Research limitations/implications
This paper answers calls for the use of direct measurement in social science research. Rather than asking individuals about what they have done or would do, the study observes what choices working adults actually make when confronted with the opportunity to learn.
Originality/value
Contributing to the recent surge of work on informal learning behaviors, this paper examines a critical learning behavior – that of taking on challenging tasks. It demonstrates that even if individuals are ready learn (have the time and resources), there are key individual differences that drive whether they are willing to do so.
Individual differences in adolescents’ willingness to invest cognitive effort: Relation to need for cognition, motivation and cognitive capacity
