关键词: 技术型工作不安全感, 学习动机, 学习行为, 自我决定理论, 成长型数字思维

Abstract: In today's era, the rapid development of new technologies is profoundly reshaping work forms and competency requirements across industries, and organizations increasingly require employees to adapt to change through continuous learning. However, such learning does not take place in a vacuum but occurs within a turbulent context driven by rapid technological developments, often entrapping employees in a structural paradox: on the one hand, the automation of partial work by new technologies leads to the devaluation of individuals' existing capabilities, driving them to learn; on the other hand, what individuals learned in the past, and even what they will learn in the future, will face continuous devaluation, which in turn erodes their motivation to invest in learning. Under such circumstances, if organizations want to effectively promote employees' continuous learning, they must adopt an employee-centered perspective and thoroughly understand the specific dilemmas employees face. However, existing workplace learning research primarily focuses on facilitators such as learning resources and organizational support, with insufficient attention to the impact of technological turbulence. To this end, drawing on self-determination theory, this study constructs a dual-pathway motivational model that explains how technology-induced job insecurity affects employees' learning behavior and integrates mindset theory to reveal the key moderating role of a growth digital mindset. We conducted three studies to test our hypotheses. In Study 1, we tracked 351 full-time employees using a three-wave longitudinal design with one-month intervals. In Study 2, we implemented an intervention with one-week intervals, randomly assigning 242 full-time employees to either a digital growth mindset intervention or the control group. In Study 3, we employed a laboratory experiment design that simulated a realistic work situation. We used a 2 (technology-induced job insecurity: high vs. low) × 2 (growth digital mindset: high vs. neutral) between-subjects design, randomly assigning 315 human resource professionals to one of the four experimental conditions. After the manipulations, participants interacted with an intelligent system embedded in our experimental platform to complete specific tasks. The system objectively recorded their learning behaviors, which independent third-party raters subsequently evaluated. The results of Study 1 revealed that technology-induced job insecurity significantly enhanced controlled learning motivation(β = 0.39, p < 0.001) and reduced autonomous learning motivation(β = −0.28, p < 0.001). Both types of motivation, in turn, contributed to learning behavior (βautonomous motivation = 0.48, p < 0.001; βcontrolled motivation = 0.16, p < 0.001). Mediation analysis confirmed the indirect effect of technology-induced job insecurity on learning behavior via autonomous learning motivation(b = −0.07, SE = 0.02, 95% CI = [−0.12, −0.04]) and controlled learning motivation(b = 0.03, SE = 0.01, 95% CI = [0.01, 0.05]). The results of Study 2 further demonstrated that a growth digital mindset significantly buffered the negative indirect effect via autonomous motivation (difference = 0.12, 95% CI = [0.00, 0.23]) and strengthened the positive indirect effect via controlled motivation (difference = 0.02, 95% CI = [0.00, 0.25]). Furthermore, by manipulating the independent and moderating variables and objectively measuring the dependent variable, Study 3 successfully achieved cross-method validation of the conclusions drawn from the first two studies. This research offers several important implications. First, from an employee-centered motivational perspective, it reveals a dual-path mechanism through which technology-induced job insecurity influences employees' learning behaviors, thereby expanding the theoretical framework for this emerging construct. Second, by identifying technology-induced job insecurity as a modern and significant force shaping workplace learning, this study enriches the literature on the antecedents of learning behaviors. Third, by integrating mindset theory with the core framework of self-determination theory, this study identifies the underlying mechanism through which a growth digital mindset sustains employee learning during technological disruptions.

Key words: technology-induced job insecurity, learning motivation, learning behavior, self-determination theory, growth digital mindset