Modeling workplace green performance: mediation of green learning goal orientation and moderation of problem-based learning

Abstract Drawing upon self-determination theory and situated learning theory, this work proposes a theoretical framework that shows how self-determined motivation influences workplace green performance. In the framework, workplace green performance is indirectly influenced by perceived autonomy, competence, and relatedness as three predictors via the mediation of green learning goal orientation (Green-LGO). In the meantime, the effects of the three predictors on Green-LGO are hypothetically moderated by problem-based learning. An anonymous field survey on engineers was conducted across two large semiconductor companies. Multiple statistical methods such as hierarchical moderated regression analysis and structural equation modeling were performed to verify the proposed hypotheses of this study. Finally, this study presents research implications about on-the-job learning and training that facilitate workplace green performance.