Paper Title
Effect Of Using The Attention, Relevance, Confidence, And Satisfaction Model Of Learning Motivation On The Function Of Reverse Mentoring
Abstract
Learning motivation is a direct antecedent of training, of which mentoring has been considered a strategy that
organizations use to implement in-service training and transfer of techniques and experiences. Therefore, we explored the
effect of using the attention, relevance, confidence, and satisfaction (ARCS) model of learning motivation on the function of
reverse mentoring, conducting purposive sampling and analyzing 225 questionnaires. The analysis results revealed that the
questionnaire exhibited favorable reliability and goodness of fit. Systemizing training, mentors assuming managerial
positions, and internal and external training aided in strengthening the effectiveness of reverse mentoring. A high education
level and internal and external education training increased ARCS learning motivation, which was significantly, positively
correlated to reverse mentoring. According to regression analysis, the control variables for reverse mentoring explained 8%
of the variance. After the ARCS variable was introduced, the explained variance increased by 32%. Finally, we propose
suggestions regarding management practice as a reference for organizations in implementing education training and reverse
mentoring.
Keywords- Reverse Mentoring, ARCS, Learning Motivation.