Background: This study aimed to investigate the influence of attitudes towards training on individuals' level of well-being, after controlling for other variables (demographics and psychosocial characteristics). Attitudes towards training consist of motivation to learn, learning, transfer intention and cognitive dissonance. Methodology: In total, 210 workers who had undergone various training programs completed an online survey measuring various psychosocial characteristics, four training attitudes and level of well-being. Results: The results showed that positive psychosocial characteristics (positive personality, positive coping, positive work characteristics, organisational citizenship behaviours and commitment) had significant associations with positive attitudes towards training (motivation to learn, learning and transfer intention) and positive well-being. Similarly, negative psychosocial characteristics (negative coping and negative work characteristics) were correlated with negative training attitudes (cognitive dissonance) and negative well-being. The training attitudes also had a moderate to high correlation Original Research Article

Background: The first aim of this study was to investigate the influence of psychosocial characteristics on four training attitudes (motivation to learn, learning, transfer intention and cognitive dissonance) and well-being. The second — and main — aim was to examine the impact of attitudes to training on individual levels of well-being. Methodology: This study used a longitudinal approach comprising two phases of data collection. One-hundred and eighty first-year psychology students participated in Phase 1, and 95 students participated in both phases. The participants were required to complete a survey measuring various psychosocial characteristics (coping, personality, work characteristics, organisational citizenship behaviour [OCB] and commitment), four training attitudes and positive and negative well-being. Results: The results showed that specific psychosocial characteristics, particularly the positive variables (positive coping, positive work characteristics, OCB, and commitment) had significant correlations with positive training attitudes (motivation to learn, learning, and transfer intention). In addition, motivation to learn, learning, and transfer intention had a significant positive correlation with positive well-being, while cognitive dissonance had a significant negative correlation with positive well-being. However, these relationships were no longer significant when other variables were included. Furthermore, it was revealed that personality and commitment were the stronger predictors for well-being. Possible explanations for these findings are discussed.  Conclusions: This study contributes to the existing body of knowledge, but more research is required to confirm the relationships between attitudes to training and well-being. Future research could also examine these relationships in more detail, especially in the context of specific training programmes.