Emotions Meet Reflexivity in Workplace Training: A Person-Centered Approach to Understanding Transfer of Learning

This study examines how emotional and reflexive processes jointly relate to transfer of learning in workplace training contexts. Drawing on organizational learning theory, it introduces Reflexivity on Emotions (RoE) as a metacognitive capability through which individuals become aware of, critically examine, and respond to their emotional experiences. Integrating RoE, reflexivity on practice, positive affect, and negative affect within a person-centered framework, the study applies Latent Profile Analysis (LPA) to data collected from 609 correctional officer cadets enrolled in a six-month training program. The analysis identified four emotional–reflexive profiles (Generative–Reflexive, Balanced–Reflexive, Detached–Unreflexive, and Inhibited–Unreflexive), which showed different levels of transfer of learning. Notably, the Generative–Reflexive profile, characterized by elevated negative affect alongside strong reflexive resources, was associated with the highest levels of transfer, suggesting that negative emotions are not uniformly associated with poorer learning outcomes. More broadly, the findings indicate that transfer of learning is better understood through emotional–reflexive configurations rather than through isolated factors. The study contributes to organizational learning research by extending reflexivity into the emotional domain and by demonstrating the value of person-centered approaches for understanding individual differences in workplace learning. Practical implications for training design and the development of emotionally reflective learning environments are discussed.