Abstract
The purpose of this study was to identify the mechanisms of self-directed learning as a means and process to overcome current unsatisfactory situations by identifying individual and environmental characteristics that influence the pathway of self-directed learning to turnover intention. Based on a sample of 288 workers from 300+ employee organizations across the country, we found that learning agility had a significant positive effect on self-directed learning, and self-directed learning had a significant positive effect on turnover intention. However, self-directed learning did not mediate the relationship between learning agility and turnover intention. Furthermore, only job threat had a significant positive moderating effect on the relationship between self-directed learning and turnover intention. Based on these findings, practical implications and suggestions for further research are also presented.
Published Version
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