Applying self-determination theory to workers’ motivation for self-directed learning

Purpose The evolving business landscape demands workers’ adaptation to constant changes, with self-directed learning (SDL) playing a central role in this process. Despite this need, workers lack motivation in such learning. Therefore, this study aims to examine workers’ motivation in SDL using self-determination theory (SDT) to explore how satisfying their basic psychological needs (i.e. autonomy, competence and relatedness) relates to their autonomous motivation and intention to learn in a self-directed manner in the future. Design/methodology/approach In the present cross-sectional study, an online questionnaire was used to collect data from a representative sample of 499 workers in the Czech Republic. Findings The results showed significant positive associations among workers’ basic needs satisfaction, autonomous motivation to learn and learning intention. Autonomous motivation statistically mediated the association between workers’ basic needs satisfaction and SDL intention. Competence showed the strongest association with autonomous motivation, whereas autonomy showed the strongest association with SDL intention. Research limitations/implications Theoretically, the authors extend self-determination theory to workplace SDL, showing that satisfaction of basic psychological needs, especially competence, drives autonomous motivation and intentions to learn in the workplace. Moreover, the study advocates for organizational support to cultivate workers’ SDL competencies and highlights SDT’s relevance in this context. Practical implications Practically, the authors provide a brief workplace-specific diagnostic tool. Originality/value This study advances research on workplace SDL by showing that workers’ intention to learn in a self-directed manner is not simply an individual disposition but is associated with the satisfaction of basic psychological needs that are not equally salient.