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<p>The concept of <i>New Learning</i> emphasizes the psychological empowerment of learners as a&#xa0;prerequisite for effective work-related learning. However, a&#xa0;validated measure to assess empowerment specifically in the context of work-related learning has been lacking. This study introduces the Work-Related Learning Empowerment Scale (WRLES) and investigates its predictive value for key learning and career-related outcomes. Based on a&#xa0;two-wave online study (<i>N</i> = 258, recruited via Prolific), we developed and validated a&#xa0;new instrument through exploratory and confirmatory factor analysis. The findings indicate a&#xa0;three-factor structure—self-determination, meaning, and competence—with high reliability and evidence of convergent and discriminant validity. WRLE significantly predicted job satisfaction, work engagement, and both informal and self-regulated learning.</p>

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Does learning empowerment matter? Development and initial validation of the work-related learning empowerment scale

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月18日

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  • Timo Kortsch,
  • Anja Pia Schmitz,
  • Julian Decius,
  • Annelie Lorber

摘要

The concept of New Learning emphasizes the psychological empowerment of learners as a prerequisite for effective work-related learning. However, a validated measure to assess empowerment specifically in the context of work-related learning has been lacking. This study introduces the Work-Related Learning Empowerment Scale (WRLES) and investigates its predictive value for key learning and career-related outcomes. Based on a two-wave online study (N = 258, recruited via Prolific), we developed and validated a new instrument through exploratory and confirmatory factor analysis. The findings indicate a three-factor structure—self-determination, meaning, and competence—with high reliability and evidence of convergent and discriminant validity. WRLE significantly predicted job satisfaction, work engagement, and both informal and self-regulated learning.