Structural relationships between learning motivation, transfer design, learning transfer and learning persistence: Focusing on learners of KIRD research ethics education

Objectives This study aims to empirically analyze the relationship between learning motivation, transfer design, learning transfer, learning persistence. Methods An empirical analysis was conducted by a survey with 309 graduates of the Cyber Research Ethics Education program, verified the model fit, relationships among latent variables, and mediation effects using SPSS and MPlus software within the framework of structural equation modeling (SEM). Results The following results were derived: First, the study found that learning motivation and transfer design had a positive impact on learning transfer. Second, although learning motivation affected learning persistence, transfer design did not directly affect learning persistence. Third, learning transfer had a statistically significant impact on learning persistence. Fourth, we found that learning transfer mediated the influence of learning motivation and transfer design on learning persistence. Conclusions This study identified the importance of designing educational content that considers learning motivation and transfer design to enhance the transfer of learning in research ethics education. Additionally, learning motivation and transfer design through learning transfer are necessary to increase learners' intention to continue learning.