A Person-Centered Study of Construction Sector Workers’ Goal Orientation Profiles and Their Connections to Approaches to Learning, Self-efficacy, and Work Engagement

Abstract

This study uses a person-centered approach to investigate construction workers’ learning at work, focusing on their approaches to learning, self-efficacy beliefs and work engagement and how these vary according to their goal orientation profiles. Survey data were collected from Finnish construction sector employees (N = 1,280) in June 2021. The data were analysed using latent profile analysis (LPA). Analyses revealed four goal orientation profiles: Disengaged (19.1%), Avoidance-oriented (2.1%), Performance-oriented (43.0%) and Mastery-oriented (35.7%). Profiles based on high learning orientation (Performance-oriented, Mastery-oriented) had higher emphasis on a deep approach to learning, as well as higher self-efficacy and work engagement. The profiles differed less regarding unreflective approach to learning. The results illuminate construction workers’ learning processes in terms of learning strategies and motivation and how they compare to those of the more extensively studied student population. The results also encourage finding ways to support workers’ mastery orientation to benefit not only learning but also well-being by enhancing more reflective learning approaches.

This study uses a person-centered approach to investigate construction workers’ learning at work, focusing on their approaches to learning, self-efficacy beliefs and work engagement and how these vary according to their goal orientation profiles. Survey data were collected from Finnish construction sector employees (N = 1,280) in June 2021. The data were analysed using latent profile analysis (LPA). Analyses revealed four goal orientation profiles: Disengaged (19.1%), Avoidance-oriented (2.1%), Performance-oriented (43.0%) and Mastery-oriented (35.7%). Profiles based on high learning orientation (Performance-oriented, Mastery-oriented) had higher emphasis on a deep approach to learning, as well as higher self-efficacy and work engagement. The profiles differed less regarding unreflective approach to learning. The results illuminate construction workers’ learning processes in terms of learning strategies and motivation and how they compare to those of the more extensively studied student population. The results also encourage finding ways to support workers’ mastery orientation to benefit not only learning but also well-being by enhancing more reflective learning approaches.