Work-related learning in the transition from higher education to work
The role of the development of self-efficacy and achievement goals
Bibliographic Data
| ID | 5263323 |
|---|---|
| Authors | Ilke Grosemans (0000-0002-4985-618X, Centre for Research on Professional Learning & Development, and Lifelong Learning KU Leuven – University of Leuven Belgium, corresponding author), Liesje Coertjens (0000-0003-1209-5089, Psychological Sciences Research Institute Université Catholique de Louvain Louvain‐la‐Neuve Belgium), Eva Kyndt (0000-0002-6755-4409, Centre for Research on Professional Learning & Development, and Lifelong Learning KU Leuven – University of Leuven Belgium) |
| Year | 2020 |
| Volume | 90 |
| Issue | 1 |
| Pages | 19-42 |
| Publication date | 2020-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12258 |
| PMID | 30506557 |
| OpenAlex | W2903277453 |
| Language | EN |
| Citations received | 5 |
| References cited | 55 |
BackgroundWork-related learning is particularly important at the start of graduates' careers. Preparing students for work-related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work.AimThis study aimed to investigate the role of personal factors for work-related learning during the transition from higher education to work. This study took a longitudinal and person-centred approach by examining differences in work-related learning between different motivational profiles based on the conjoint development of self-efficacy and achievement goals.SampleQuestionnaires were administered four times, starting in the beginning of students' final year of higher education until 4 months after graduation (N = 814).MethodsIn order to assess the development of the personal factors, different multi-indicator latent growth curve models were estimated. Afterwards, a multidimensional latent class growth analysis was used to identify latent profiles of participants with similar growth trajectories. Differences in work-related learning were investigated by a multivariate analysis of variance.Results and ConclusionsThe results revealed an average increase in self-efficacy, learning-goal, and performance-approach orientation, indicating that the transition to work triggers change in these personal factors. Performance-avoidance orientation decreased on average. Four distinct motivational profiles were discerned: strongly efficacious and approach-oriented, moderate efficacious and approach-oriented, moderate efficacious and learning-oriented, and undecided profile. Furthermore, differences were found concerning work-related learning, in which the strongly efficacious and approach-oriented profile reported more participation in formal and informal learning activities using personal sources, while the undecided profile showed least participation in the latter
Developmental psychology · Mathematics education · Transition (genetics) · Work (physics) · Career Development and Diversity · Chemistry · Higher Education and Employability · Innovative Education and Learning Practices · Psychology
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Achievement Goal Theory at the Crossroads
Achievement Goals and the Hierarchical Model of Achievement Motivation
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Missing Data Techniques for Structural Equation Modeling.
Person-Centered and Variable-Centered Approaches to Longitudinal Data
Self-Efficacy Beliefs in Academic Settings
Achievement goals and self-efficacy
Graduate employability and student attitudes and orientations to the labour market
Self-Efficacy
An Introduction to Latent Class Growth Analysis and Growth Mixture Modeling
The Relative Performance of Full Information Maximum Likelihood Estimation for Missing Data in Structural Equation Models
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Ensuring Positiveness of the Scaled Difference Chi-square Test Statistic
Validation of a New General Self-Efficacy Scale
Relations between student teachers’ learning patterns and their concrete learning activities
A meta-analytic review of achievement goal measures
Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education
Goal Engagement During the School–Work Transition
Using self‐report questionnaires in OB research
The impact of higher education on lifelong learning
A 2 × 2 achievement goal framework
On choosing a test statistic in multivariate analysis of variance
Achievement goals and optimal motivation
Non-formal learning and tacit knowledge in professional work
From senior student to novice worker
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |