The Relationship Between Perceived Leader Support and Autonomous Motivation to Learn in the Workplace

Abstract Social support is widely recognized as an important factor in workplace learning, with leadership serving as a key source of that support. Integral to workplace learning, self-directed learning (SDL) is a process in which learners identify their learning needs, set goals, apply learning strategies and evaluate outcomes. SDL is influenced by the social context, in which it occurs. Grounded in self-determination theory, the present study researches how perceived leader support for basic psychological needs towards SDL relates to workers’ autonomous motivation to learn. Data were collected through an online questionnaire from a representative sample of 389 non-managerial workers. The results indicated that when workers felt competent to engage in self-directed learning, connected to their peers, and capable of taking ownership of their learning, their perception of leader support for self-directed learning was associated with enhanced autonomous motivation to learn. Moreover, the study highlights the importance of the satisfaction of all basic psychological needs, particularly competence in SDL. Overall, the results suggest that perceived leader support and the satisfaction of basic psychological needs within the context of self-directed learning are jointly associated with employees’ autonomous motivation to learn in the workplace.