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PurposeThe paper aims to establish the position that discrete work tasks, rather than entire jobs, are the most useful level of analysis of age differences in work motivation.Design/methodology/approachA total of 189 workers (aged 18‐65 years) from production and office jobs in the building industry completed a survey on personal and job resources, overall and task‐specific motivation, and job satisfaction.FindingsAge was positively associated with motivation for generativity‐related, but not growth‐related tasks. Personal and job resources were positively and differentially related to task‐specific motivation.Research limitations/implicationsBuilding on the notion of age‐specific constellations of high and low‐motivation tasks, the findings inspire research into age‐related changes in work motivation. The authors studied only two task types; a more comprehensive task set will in future studies yield deeper insights into motivational regulation. Working with other industry sectors will enhance generalisability.Practical implicationsThe results contribute to a theory‐based, empirically grounded platform to assess age‐related changes in work motivation, and to derive age‐differentiated motivational interventions.Social implicationsSupporting older workers' motivation in light of the demand for longer individual work lives is becoming an important agenda for employers and policy makers. This research contributes to developing tools for such motivation support.Originality/valueThe paper enhances the conceptual clarity of work motivation research by distinguishing global and task‐specific levels of motivation. The conceptualisation differentiates job design approaches by considering age‐related changes at multiple levels instead of focusing on major age effects only.

Nicht wenige Personalverantwortliche hegen Zweifel an der Lernfähigkeit älterer Beschäftigter. Die Forschung belegt indessen nachdrücklich, dass die Lernfähigkeit älterer Beschäftigter während des gesamten Berufslebens intakt bleibt - was für die Lernbereitschaft häufig nicht im selben Maß gilt. Eine nachhaltige Strategie zur Förderung der Lern- und Weiterbildungsbereitschaft setzt an der individuellen Lernkompetenz an. Diese lässt sich als trainierbare Fertigkeit verstehen, die nicht zwangsläufig mit dem Alter abbaut. Sie unterliegt aber persönlichen und unternehmensseitigen Einflüssen, denen ältere Beschäftigte stärker ausgesetzt sind als jüngere. In diesem Beitrag stelle ich einen auf der individuellen Lernkompetenz aufbauenden Ansatz der betrieblichen Lernförderung vor.

AbstractSelf-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has been conceptualized as a domain-specific, context-bound competence that is open to interventions. Beyond students' educational self-regulation (ESR), few studies have examined ESR across the lifespan as a basis of competence assessments. We contribute to adult ESR by discussing whether ESR competence applies to intermediate and higher self-regulation levels, as represented by workplace learning and career management. Furthermore, we discuss the interplay of epistemic beliefs and metacomprehension as core processes of ESR. Finally, we outline cornerstones of an assessment strategy for adult ESR.

Ursula M. Staudinger, Benjamin Godde, Heike Heidemeier, Brigitte Kudielka-Wüst, Klaus Schömann, Christian Stamov-Roßnagel, Claudia Voelcker-Rehage und Sven Voelpel sind Mitglieder der "demopass" Projektgruppe am Jacobs Center on Lifelong Learning and Inst