A study of the difference in self-identity and self-efficacy for early childhood teachers according to self-directed learning

2017 ◽  
Vol 17 (13) ◽  
pp. 677-699
Author(s):  
hea-young Min ◽  
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Early Childhood Teachers ◽  
Self Directed Learning ◽  
Self Identity ◽  
Directed Learning ◽  
The Difference

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

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