A Study On The Effects Of New University-Graduate Staff’s Self-Regulated Learning And The Relationship Between Self-Regulated Learning And Innovative Behavior

Knowledge updates, the enterprises are faced with more intense competition. If enterprises wantto obtain sustainable competitive advantage, employees, especially knowledge employees need toconstantly update their knowledge to meet the needs of enterprises and competiton. Under thepressure of job requirements continuously improving, only by continuous learning and innovationcan employees adapt to the development of society. Enterprise’s learning in the final analysis isemployees’ learning. The new university-graduate staff is the excellent human resource ofenterprises. After the university students entering the enterprises, they are faced with therequirements of adapting to the environment and learning new knowledge and skills. How to byself-regulated learning can university students grow to be the knowledge employees the enterprisesneed, and how to carry out innovative behavior more effectively, are the important contents of thisstudy.This study chooses new university-graduate staff as object, based on the study of literaturesabout self-regulated learning and innovative behavior, analyze the data by literatures analyzing andquestionnaire survey. This study analyzes the affecting factors of new university staff’sself-regulated learning from individual characteristics and organizational environment the twolevels and explores the relationship between self-regulated learning and innovative behavior. Bystudying the new university-graduate staff’s self-regulated learning and innovative behavior, thisstudy discovers that the new university-graduate staff’s self-regulated learning not only affected byinternal conditions, but also affected by external environment conditions. The newuniversity-graduate staff’s self-regulated learning has positive impact on their innovative behavior.It strengthens the understanding of self-regulated learning and innovative behavior. By collectingdata this study tests and corrects the initial questionnaire. Then this study uses the statisticalsoftware to analyze the data collecting from formal survey, empirically researches hypotheses, andgets the following conclusions:(1) individual characteristics (self-efficacy, metacognition, learningstrategies) have a significant positive impact on the new university-graduate staff’s self-regulatedlearning;(2) organizational culture (bureaucratic culture, innovative culture and supportiveculture) has a significant positive impact on the new university-graduate staff’s self-regulatedlearning;(3) the new university-graduate staff’s self-regulated learning has a significant positiveimpact on their innovative behavior and the two dimensions of innovative behavior (idea produce and idea implementation);(4) in different jobs there are significant differences in self-efficacy,metacognition, goal setting, learning strategies, self-regulated learning, idea produce, ideaimplementation, innovative behavior; in different nature of units there are significant differences inmetacognition, goal setting, learning strategies; in different unit scales there are significantdifferences in metacognition, goal setting, learning strategies, idea produce.Finally, on the basis of empirical results, this study supplies some countermeasures for thepromotion of the new university-graduate staff’s self-regulated learning, hopes to provide guidancefor the new university-graduate staff’s self-regulated learning, for enterprises to improveemployees’learning, for the universities to cultivate learning talents.