A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic
Online informal learning (IL) spreads quickly in the COVID-19 Pandemic. Studies have predicted that both online and workplace IL have potential value to individual and organization development, whereas the study on its link with innovation remains scarce. IL is an individualized learning pattern dif...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.601200/full |
| _version_ | 1818856876060704768 |
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| author | Haiqin Yu Jian Zhang Ruomeng Zou |
| author_facet | Haiqin Yu Jian Zhang Ruomeng Zou |
| author_sort | Haiqin Yu |
| collection | DOAJ |
| description | Online informal learning (IL) spreads quickly in the COVID-19 Pandemic. Studies have predicted that both online and workplace IL have potential value to individual and organization development, whereas the study on its link with innovation remains scarce. IL is an individualized learning pattern different from formal learning, and its functioning mechanism on innovation will deepen our understanding of the relationship between learning and innovation. Self-efficacy and autonomous motivation are considered as two streams of motivational mediating mechanisms to innovation. However, previous studies have proceeded largely in separation from each other. Researchers highlight the need to develop a more fine-grained theory of motivation and innovation. In addressing these literature gaps, this paper takes college teachers as the sample and focuses on the motivational mediating mechanism between online IL and innovation. The results showed that teachers IL could positively predict innovative teaching performance. Personal teaching efficacy and autonomous motivation played as sequential mediators on the link between IL and innovative teaching performance. This study extends the literature of IL–innovation relationship and enriches understanding of cognition-oriented motivation theory, highlighting one's internal autonomous construction is the key to innovation. Theoretical and practical implications for psychological empowerment are discussed. |
| first_indexed | 2024-12-19T08:31:27Z |
| format | Article |
| id | doaj.art-f4a3a238e1594d2b98f80a9174ea69fa |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-19T08:31:27Z |
| publishDate | 2021-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-f4a3a238e1594d2b98f80a9174ea69fa2022-12-21T20:29:10ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-03-011210.3389/fpsyg.2021.601200601200A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 PandemicHaiqin Yu0Jian Zhang1Ruomeng Zou2School of Education, Huazhong University of Science and Technology, Wuhan, ChinaSchool of Economics and Management, Beijing University of Science and Technology, Beijing, ChinaSchool of Education, Huazhong University of Science and Technology, Wuhan, ChinaOnline informal learning (IL) spreads quickly in the COVID-19 Pandemic. Studies have predicted that both online and workplace IL have potential value to individual and organization development, whereas the study on its link with innovation remains scarce. IL is an individualized learning pattern different from formal learning, and its functioning mechanism on innovation will deepen our understanding of the relationship between learning and innovation. Self-efficacy and autonomous motivation are considered as two streams of motivational mediating mechanisms to innovation. However, previous studies have proceeded largely in separation from each other. Researchers highlight the need to develop a more fine-grained theory of motivation and innovation. In addressing these literature gaps, this paper takes college teachers as the sample and focuses on the motivational mediating mechanism between online IL and innovation. The results showed that teachers IL could positively predict innovative teaching performance. Personal teaching efficacy and autonomous motivation played as sequential mediators on the link between IL and innovative teaching performance. This study extends the literature of IL–innovation relationship and enriches understanding of cognition-oriented motivation theory, highlighting one's internal autonomous construction is the key to innovation. Theoretical and practical implications for psychological empowerment are discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.601200/fullmotivational mechanism of innovationinformal learninginnovative teachingpersonal teaching efficacyautonomous motivationonline teaching and learning context |
| spellingShingle | Haiqin Yu Jian Zhang Ruomeng Zou A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic Frontiers in Psychology motivational mechanism of innovation informal learning innovative teaching personal teaching efficacy autonomous motivation online teaching and learning context |
| title | A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic |
| title_full | A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic |
| title_fullStr | A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic |
| title_full_unstemmed | A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic |
| title_short | A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic |
| title_sort | motivational mechanism framework for teachers online informal learning and innovation during the covid 19 pandemic |
| topic | motivational mechanism of innovation informal learning innovative teaching personal teaching efficacy autonomous motivation online teaching and learning context |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.601200/full |
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