Learning culture and affective well-being at work: how does the need for individual growth matter in this relationship?

Abstract

The present research aims (a) to assess the impact that a learning context has on people, namely in terms of their affective well-being at work; and (b) to understand the role of individual growth need strength in this relationship. A cross-sectional research design was conducted, in which were surveyed 145 public service workers. A structured additive regression (STAR) model was proposed for the analysis of the data. A linear effect of one dimension of learning culture (external adaptation), and a nonlinear effect of individual growth need on affective well-being were identified. Although the moderation effects were not statistically significant, the findings suggested a pattern where a balance between learning culture and individual growth need levels lead to higher values of affective well-being