The Relation between Motivation to Participate, Goals, and Learning Preferences: A Mixed-Method Study of Participants in Formal Professional Development Activities

In the context of formal professional development activities, this study explores the link between employees' motivation to participate in formal learning activities (based on the self-determination theory), the nature of their goals (based on the goal orientation theory) and their learning preferences (based on the Felder Silverman model and the basic psychological needs). A mixed-method approach was used in which 805 employees from eleven organizations were questioned on their goals and motivation to participate. Hierarchical cluster analysis identified three motivational profiles: a qualitative motivational profile, motivational profile motivational profile. a moderate qualitative and a less qualitative Based on the resulting profiles, 23 employees were selected and interviewed to explore their learning preferences. Results show that there is a general tendency in learning preferences irrespective of the motivational profile. However, at some dimensions this is less pronounced for employees with a less qualitative motivational profile.