Effects of continued online learning behaviours on employee workplace well-being: the role of organizational learning culture

The rapid digitalization process has led to the widespread adoption of online learning for employee development. While online learning affords increased flexibility, the existing literature presents mixed findings regarding its overall effectiveness. In digital workplaces, a sharp focus on technology can increase work complexity and stress, highlighting the need to examine well-being in the context of online learning, especially given its critical role in enhancing learning effectiveness. Notably, it remains unclear how employees’ ongoing efforts in online learning aimed at promoting personal development influence their well-being, concerning the potential stress arising from adjusting to digital technologies. To address this gap, our study draws on the Job Demands–Resources (JD–R) model to explore how employees’ continued online learning behaviours influence their workplace well-being through the experience of techno-eustress—defined as the positive psychological appraisal of technology adoption. We tested our hypotheses using time-lagged and multisource data collected from Chinese firms. Through a multilevel research design, our results reveal that techno-eustress mediates the relationship between continued online learning behaviours and workplace well-being. Also, organizational learning culture serves as a significant organizational-level moderator in the relationship between continued online learning behaviours and techno-eustress.