Structural modeling of job self-efficacy and learning motivation on non-formal learning with a mediating role of formal learning(Case study: Khorasan Razavi Regional Water Company employees)

The purpose of this study was to investigate the effect of job self-efficacy and learning motivation on informal learning of employees by considering the mediating role of formal learning.

This research is applied in terms of purpose and based on a descriptive correlational research method based on structural equation modeling. The statistical population of this study included all all employees of the Khorasan Razavi Regional Water Company with 400 people. Morgan table was used to determine the sample size and 196 people were selected as the sample who were selected using the relative class method. 205 questionnaires were distributed in the statistical population to ensure the return of the questionnaires. In order to collect research data, four standard questionnaires of job self-efficacy, learning motivation, informal learning and formal learning were used. respectively, whose Cronbach's alpha coefficient is 0.76, 0.76, 0.65 and 0.86 was obtained and their content validity was confirmed by experts. Data analysis was performed by structural equation modeling using SPSS and LISREL software.

The results showed that there is no direct and significant relationship between job self-efficacy and informal learning variables and also between learning motivation and informal learning variables. There is a positive and significant relationship between formal learning and informal learning and also between each of the variables of job self-efficacy and learning motivation directly with formal learning. The variables of job self-efficacy and learning motivation had an indirect and significant relationship with informal learning due to the mediating role of formal learning.

Therefore, based on the research findings, the mediating role of formal learning and the direct relationship between formal learning variable and informal learning variable were also confirmed. However, the direct path of job self-efficacy and learning motivation with non-formal learning was not confirmed, but the relationship between this path and formal learning mediation was confirmed.