Are Work-Integrated Learning (WIL) Students Better Equipped Psychologically for Work Post-Graduation than Their Non-Work-Integrated Learning Peers? Some Initial Findings from a UK University

Autor/inn/en	Purdie, Fiona; Ward, Lisa; McAdie, Tina; King, Nigel; Drysdale, Maureen
Titel	Are Work-Integrated Learning (WIL) Students Better Equipped Psychologically for Work Post-Graduation than Their Non-Work-Integrated Learning Peers? Some Initial Findings from a UK University
Quelle	In: Asia-Pacific Journal of Cooperative Education, 14 (2013) 2, S.117-125 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Foreign Countries; Undergraduate Students; Work Experience Programs; Career Readiness; Employment Potential; Psychological Patterns; Self Concept; Self Efficacy; Positive Attitudes; Study Skills; Student Motivation; Time Management; Student Participation; Goal Orientation; Questionnaires; Self Concept Measures; Learning Strategies; Statistical Analysis; Comparative Analysis; United Kingdom; Motivated Strategies for Learning Questionnaire; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Studientechnik; Schulische Motivation; Zeitmanagement; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zielorientierung; Zielvorstellung; Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Statistische Analyse; Großbritannien
Abstract	Work-integrated learning (WIL) provides an opportunity to develop the skills, knowledge, competence, and experience, which increase employability and lead to more satisfying careers. Research indicates that WIL results in improved academic- and occupationally-related outcomes. However, there is a paucity of quantitative research examining the psychological impact of WIL. The study aimed to determine whether students who pursue WIL in the UK, differ significantly in terms of self-concept, self-efficacy, hope, study skills, motivation, and procrastination than students who have not participated in WIL. The methodology used a cross-sectional analysis of a large sample (n = 716) of undergraduate students at the University of Huddersfield, UK. Results showed significant differences predominantly centred upon measures which pertain to students' confidence in setting and attaining goals. The increased hope and confidence in goal attainment suggest that gaining work experience perhaps enhances the ability to set and achieve goals once in the work force. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01