Are positive learning experiences levers for lifelong learning among low educated workers?

Purpose: Based on the Theory of Planned Behaviour and Social Learning Theory, the aim of the current longitudinal study was to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach: Low-educated workers of three different organizations (N =359) filled out a questionnaire at three different point in time with a half-year interval. Regression analyses were used to establish the effects of training participation and learning experience on learning self-efficacy.Findings: Training participation alone did not affect low-educated workers’ learning self-efficacy, but a positive learning experience did contribute to workers’ post-training learning self-efficacy. These results support the relevance of positive learning experiences. Research limitations/implications: Follow-up studies could focus on the effects of learning- self-efficacy for subsequent learning activities, establish which aspects of the training contribute to a positive learning experience, and include contextual characteristics that may predict learning self-efficacy.Practical implications: To stimulate learning among lower-educated workers, it is necessary that they have confidence in their ability to successfully complete a training. Trainers and training developers working for this specific target group of lower educated workers should aim for providing a training that is a positive experience, besides being a learning exercise.Originality/value: Our study is the first to analyze the longitudinal effects of training participation and learning experience on post-training learning self-efficacy among low-educated workers.