Learning style and confidence: an empirical investigation of Japanese employees
AbstractThis study aims to examine how learning styles relate to employeesf confidence through a view of Kolbfs experiential learning theory. For this aim, an empirical investigation was conducted using the sample of 201 Japanese employees who work for a Japanese multinational corporation. Results illustrated that the learning style group of acting orientation described a significantly higher level of job confidence than that of reflecting orientation, whereas the two groups of feeling and thinking orientation did not differ in job confidence levels. To confirm this result, by controlling socio-demographic variables such as gender, age, tenure, job functions, and positions, results of hierarchical regression also showed that action orientation employees exhibited higher confidence in their jobs than those with reflection orientation. This study would put a light on theoretical connection between learning styles and job confidence in business contexts. As a practical implication in organizational management, HR managers may need to propose that employees have to learn more through action orientation rather than reflection in order to enhance job confidence that will lead to better job performance.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Research Institute, International University of Japan in its series Working Papers with number EMS_2012_09.
Length: 31 pages
Date of creation: Aug 2012
Date of revision:
Contact details of provider:
Postal: 777 Kokusai-cho, Minami Uonuma0-shi, Niigata 949-7277 JAPAN
Web page: http://www.iuj.ac.jp/research/
More information through EDIRC
Learning styles; Confidence; Experiential Learning theory; Japanese business;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-09-03 (All new papers)
You can help add them by filling out this form.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Kazumi Imai, Office of Academic Affairs).
If references are entirely missing, you can add them using this form.