Mediating Effect of Learning Agility on the Relationship between Meta-cognition and Training Transfer Perceived by Participants in Corporate Education and Training

This study is to analyze the structural relationship among meta-cognition, learning agility, and learning transfer perceived by participants in corporate education and training. The research problem is, first, the relationship among meta-cognition, learning agility and learning transfer, second, the mediating effect of learning agility on the relationship between meta-cognition and learning transfer, and third, the moderating effect analysis on the relationship between variables according to the background characteristics of training participants. The subjects of this study were 525 corporate employees who participated in education and training. SPSS 21.0 and Amos 21.0 programs were used to analyze the structural relationship between the variables, and bootstrapping was performed for the analysis of the mediating effect. The main findings are as follows. First, there is a relationship among metacognition, learning agility, and learning transfer recognized by participants in corporate education and training; second, learning agility mediated the relationship between meta-cognition and learning transfer; and third, the relationship between variables according to the background characteristics of training participants had a moderating effect on age. According to these results, in order to increase the learning transfer of participants in corporate education and training, it is necessary to plan and reflect education and training in consideration of meta-cognition, learning agility, and age of participants in the training process.