Investigation of the factors explaining research assistants' workplace learning

The purpose of this study was to investigate the structural relations among research assistants' workplace learning, personal characteristics, and workplace affordances based on the Theory of Workplace Learning. In this survey study, participants involved 1218 research assistants working in 21 different universities in seven geographical regions of Turkey. The data of the study were collected online using Workplace Learning Scale, Potential of the Workplace Learning Scale, Vocational Identity Scale, and Personal and Interpersonal Agency Scale, all of which were adapted into Turkish within the scope of the current study. The analysis of the data involved calculations of Pearson correlation coefficients, mean scores, and standard deviations as the descriptive statistics and structural equation modelling as the inferential statistics. Measurement model and structural regression model were tested in two steps. A number of criteria was used during the test of structural regression model. Firstly, goodness of fit indices were used to evaluate the fit of the model with the data. These indices were chi-square, normed chi-square (χ2/df), CFI, SRMR, and RMSEA. In addition to goodness of fit indices, parameter estimates were examined to determine the direct effects of the other variables on the indigenous variable. Moreover, indirect and total effects on indigenous variable (workplace learning level) were investigated. Finally, squared multiple correlation coefficients were examined to determine the total variance explained in each indigenous variable by the model. The findings showed that the hypothesized model was confirmed statistically. It was found that workplace learning potential, workplace effort, and personal agency had significant direct effects on workplace learning. Vocational identity, workplace identity, and interpersonal agency had significant direct effects on workplace learning potential. Moreover, it was found that interpersonal agency, workplace identity, and vocational identity had significant indirect effects on workplace learning via workplace learning potential. According to the findings, the hypothesized model explained the variances in workplace learning and workplace learning potential statistically significantly. Based on the results, some recommendation were made involving preparing the environments and educational programs that can facilitate research assistants' workplace learning, supporting research assistants to attend these kinds of environments and programs, appreciating the works of research assistants, supporting them to feel belongingness to the workplace, and conducting educational programs, activities, and planning for them to be involved in interpersonal interactions. Moreover, future studies were recommended to examine the model invariance by different disciplines, universities, and degrees of education, to use longitudinal data, to carry out data collection process using face-to-face surveys, and testing Workplace Learning Theory in other settings.