Effect of using the attention, relevance, confidence, and satisfaction model of learning motivation on the function of reverse mentoring

Abstract

Learning motivation is a direct antecedent of training, of which mentoring has been considered a strategy that organisations use to implement in-service training and transfer of techniques and experiences. Therefore, we explored the effect of using the attention, relevance, confidence, and satisfaction (ARCS) model of learning motivation on the function of reverse mentoring, conducting purposive sampling and analysing 225 questionnaires. The analysis results revealed that training aided in strengthening the effectiveness of reverse mentoring. A high education level and internal and external education training increased ARCS learning motivation, which was significantly, positively correlated to reverse mentoring. According to regression analysis, the control variables for reverse mentoring explained 8% of the variance. After the ARCS variable was introduced, the explained variance increased by 32%. Finally, we propose suggestions regarding management practice as a reference for organisations in implementing education training and reverse mentoring.