ABSTRACT

This study advances the analysis of cognitive skill use at work by considering another crucial factor: the motivation-to-learn (MtL). Previous research has indicated that MtL forms cognitive skills in the school setting. However, the role of MtL in the work setting is much less understood. The present study analyses the association between MtL and cognitive skill use in three major European labour markets: Germany, the Netherlands, and the United Kingdom, using the Programme for the International Assessment of Adult Competencies (PIAAC). Findings from a regression analysis of cognitive skill use on MtL and various control variables show that the independent contribution of MtL is about as important as the combined contribution of literacy/numeracy proficiency, although a decomposition analysis reveals further insights about how MtL, literacy/numeracy proficiency, and education intersect each other in the determination of cognitive skill use. The found association is remarkably stable across different samples and model specifications. Some heterogeneities are however revealed, such as a larger relative importance of MtL among the low-educated in the Netherlands. The findings are interpreted in light of contemporary theory on institutional regimes, concentrating on cross-country differences in on-the-job training prevalence.

摘要

本研究通过考虑另一个关键因素：学习动机 (MtL)，推进了对工作中认知技能使用的分析。先前的研究表明 MtL 在学校环境中形成认知技能。然而，MtL 在工作环境中的作用却鲜为人知。本研究使用成人能力国际评估计划 (PIAAC)，分析了三个主要欧洲劳动力市场中 MtL 与认知技能使用之间的关联：德国、荷兰和英国。对 MtL 和各种控制变量的认知技能使用的回归分析结果表明，MtL 的独立贡献与识字/算术能力的综合贡献一样重要，尽管分解分析揭示了关于 MtL 如何，识字/算术能力和教育在确定认知技能的使用方面相互交叉。发现的关联在不同的样本和模型规格中非常稳定。然而，揭示了一些异质性，例如 MtL 在荷兰低教育人群中的相对重要性更大。研究结果是根据有关制度体制的当代理论来解释的，重点是在职培训流行率方面的跨国差异。