Does learning empowerment matter? Development and initial validation of the work-related learning empowerment scale

Abstract

The concept of New Learning emphasizes the psychological empowerment of learners as a prerequisite for effective work-related learning. However, a validated measure to assess empowerment specifically in the context of work-related learning has been lacking. This study introduces the Work-Related Learning Empowerment Scale (WRLES) and investigates its predictive value for key learning and career-related outcomes. Based on a two-wave online study (N = 258, recruited via Prolific), we developed and validated a new instrument through exploratory and confirmatory factor analysis. The findings indicate a three-factor structure—self-determination, meaning, and competence—with high reliability and evidence of convergent and discriminant validity. WRLE significantly predicted job satisfaction, work engagement, and both informal and self-regulated learning.