Learning style and confidence: an empirical investigation of Japanese employees
This study aims to examine how learning styles relate to employees' confidence through a view of Kolb's 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.
|Date of creation:||Aug 2012|
|Contact details of provider:|| Postal: 777 Kokusai-cho, Minami Uonuma0-shi, Niigata 949-7277 JAPAN|
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- Kartinah Ayupp & William Kong, 2010. "The impact of task and outcome interdependence and self-efficacy on employees' work motivation: an analysis of the Malaysian retail industry," Asia Pacific Business Review, Taylor & Francis Journals, vol. 16(1-2), pages 123-142, April.
- Yoshitaka Yamazaki, 2005. "Learning Styles and Typologies of Cultural Differences: A Theoretical and Empirical Comparison," Working Papers EMS_2005_02, Research Institute, International University of Japan.
- Luthans, Fred & Zhu, Weichun & Avolio, Bruce J., 2006. "The impact of efficacy on work attitudes across cultures," Journal of World Business, Elsevier, vol. 41(2), pages 121-132, June.
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