Workplace identity as a mediator in the relationship between learning climate and job satisfaction during apprenticeship

Abstract

Purpose – The purpose of this paper was to explore if and to what extent workplace identity can mediate the relationship between learning climate dimensions and job satisfaction in a group of apprentices. Design/methodology/approach – Data were gathered thanks to a non-profit organization devoted to vocational training. Participants (N = 87) were apprentices working in different job contexts in central Italy. Findings – Results showed that the relationship between learning climate and job satisfaction was mediated by workplace identity. Originality/value – To the author’s knowledge, this is the first attempt to evaluate the effect of learning climate and workplace identity on job satisfaction during apprenticeship.