Work placement learning and students' readiness for school-to-work transition: Do perceived employability and faculty supervisor support matter?

Autor/in	Okolie, Ugochukwu Chinonso
Titel	Work placement learning and students' readiness for school-to-work transition: Do perceived employability and faculty supervisor support matter? Gefälligkeitsübersetzung: Lernen im Praktikum und die Bereitschaft von Schülern für den Übergang von der Schule ins Berufsleben: Spielen die wahrgenommene Beschäftigungsfähigkeit und die Unterstützung durch die Lehrkräfte eine Rolle?.
Quelle	In: Journal of vocational behavior, (2022) 139, Art. 103805, 14 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1095-9084
DOI	10.1016/j.jvb.2022.103805
Schlagwörter	Psychischer Faktor; Wahrnehmung; Hochschullehrer; Nigeria; Student; Wahrnehmung; Auswirkung; Soziale Unterstützung; Praktikum; Berufserwartung; Beschäftigungsfähigkeit; Berufserwartung; Beschäftigungsfähigkeit; Praktikum; Hochschullehrer; Soziale Unterstützung; Auswirkung; Student; Nigeria
Abstract	"This study relies upon the social cognitive career theory-model of career self-management to examine how and whether work placement learning might influence students' readiness for school-to-work transition. Also, it examines multiple mediation effects of self-efficacy, outcome expectations and perceived employability, and conditional direct and indirect effects of faculty supervisor support. Using data collected from 291 undergraduate students undertaking work placement learning in 109 industries/firms at three-time points with a two-month time lag, this study tests a theory-driven model of work placement learning, self-efficacy, outcome expectations, perceived employability, faculty supervisor support and readiness for school-to-work transition. The cross-lagged panel analyses revealed a positive link between work placement learning and readiness for school-to-work transition. Self-efficacy, outcome expectations and perceived employability mediated the relationship. It was found that faculty supervisor support moderated the direct and indirect effects of work placement learning on readiness for school-to-work transition via self-efficacy and outcome expectations." (Author's abstract, IAB-Doku, © 2022 Elsevier).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2023/1