Cognition and affect have had stretched history of influencing the buying behaviour of an individual. The change in one of the dimensions leads to some proportionate change in corresponding factor, and a number of research studies have been carried out to ascertain the role of cognition and affect in consumer decision making. But most of the studies lack the evidence of scientific reliability and validity and nature of itemization in previous scales/papers has not been comprehensive as well. In the current endeavour, application of exploratory factor analysis and structure equation modelling has significantly tested the reliability and validity measures needed for impulsive buying scale that would largely facilitate different stake holders. This paper explores the process for how highly reliable and valid indicators of cognition and affect have been developed. The research design employed was a mixture of both exploratory and descriptive approaches that assisted author in classifying factors along with underlying items. Structured questionnaire was employed for the collection of data from the respondents. For validation and development of the modified scale, a set of reliable and scientific tools were employed included. Overall findings revealed that the instrument is vastly consistent and possesses both discriminant and convergent validity. Additionally, other reliability forms are on higher side which sustains the reliability of the scale. The current study will have larger credibility for researchers in the area of organizational behaviour, consumer behaviour and in other interdisciplinary areas.

PurposeAs learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace.Design/methodology/approachA total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability.FindingsThe results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation.Practical implicationsThe findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace.Originality/valueA new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.

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