The relation of cognitive learning strategies to psychosocial employability attributes among black adult learners in the economic and management sciences field

Abstract

Orientation: Research provides empirical evidence of the importance employers and employees attach to continuous learning and development opportunities as aspects of employees’ employability, retention and job and career satisfaction. Research purpose: The objective of the research was to investigate the relation between adult learners’ cognitive learning strategies (measured by the examination preparation inventory) and their psychosocial employability attributes (measured by the employability attributes scale). Motivation for the study: Recent research has made important progress in understanding the notions of cognitive learning styles in learning and psychosocial employability attributes in sustaining individuals’ employability in the contemporary world of work. However, research on how adult learners’ cognitive learning strategies influence the psychosocial attributes they need to manage and sustain their employability has been lacking. Research approach, design and method: A quantitative cross-sectional survey design was used, involving a stratified proportional random sample of 1102 predominantly early career black female undergraduate level adult learners. The participants were enrolled for distance learning studies in the economic and management sciences field at a South African higher education institution. Main findings: Canonical correlation and multiple regression analysis indicated the abstract theoretical and factual practical cognitive learning strategies as useful predictors of the participants’ overall level of psychosocial employability attributes and especially their levels of career self-management and proactivity. Practical/managerial implications: Learning practitioners should strive to integrate cognitive learning strategies in the design of learning and assessment activities in order to foster the psychosocial employability attributes adult learners need to manage their continued employability in the contemporary workplace.Contribution: The study contributes new insights to the employability and learning and education literature. The results may potentially inform formal learning and assessment design in order to improve adult learners’ learning performance and employability.