Psychological Attributes And Work-Integrated Learning: An International Study

Keywords

Anxiety; Attributes; Cooperative education; Motivation; Self-concept; Work-integrated learning

Abstract

Purpose-The purpose of this paper is to explore-on an international level-the relationship between work-integrated learning (WIL) and several psychological attributes (i.e. hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labor market. Design/methodology/approach-A between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs. Findings-WIL and non-WIL students in the four countries shared several attributes-however-significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students. Research limitations/implications-Self-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations. Originality/value-The positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data are provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.

Publication Date

2-8-2016

Publication Title

Higher Education, Skills and Work-based Learning

Volume

6

Issue

1

Number of Pages

20-34

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1108/HESWBL-02-2015-0004

Socpus ID

84955583983 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84955583983

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