Factors of intention to learning transfer in apprenticeships: Results and implications of a chain mediation model

This study utilized a sequential mediating model to examine the role of motivation to learn and transfer selfefficacy in the relationships between perceived content validity, mentoring function, continuous learning work culture and intention to transfer learning. The sample comprized 429 final-year apprentices in Guangdong province, China (females = 69.9%, Engineering & Medicine = 69%, mean age = 20.99, SD = 1.60). The apprentices completed standardized measures of motivation to learn, transfer self-efficacy perceived content validity, mentoring function, and continuous learning work culture. Structural equation modeling was used to analyze the data. Results showed perceived content validity, mentoring function, continuous learning culture to predict intention to transfer learning. Of these factors, perceived content validity was the strongest predictor of intention to transfer learning. Of these factors, perceived content validity was the most influential predictor of intention to transfer learning. The motivation to learn and transfer self-efficacy sequentially mediated the relationship between mentoring function and intention to learning transfer to be stronger than by either alone. Although perceived content validity and continuous learning culture exhibited no significant direct effects on intention to transfer learning, they demonstrated positive indirect associations with intention to transfer via motivation to learn and transfer self-efficacy. These study findings extend the applications of the learning transfer framework to individuals undergoing apprenticeship training which also would apply to other a long-term work-based learning programs.