Work-Related Learning in the Transition from Higher Education to Work: The Role of the Development of Self-Efficacy and Achievement Goals

Autor/inn/en	Grosemans, Ilke; Coertjens, Liesje; Kyndt, Eva
Titel	Work-Related Learning in the Transition from Higher Education to Work: The Role of the Development of Self-Efficacy and Achievement Goals
Quelle	In: British Journal of Educational Psychology, 90 (2020) 1, S.19-42 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grosemans, Ilke) ORCID (Coertjens, Liesje) ORCID (Kyndt, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12258
Schlagwörter	College Graduates; Education Work Relationship; Career Education; Self Efficacy; Goal Orientation; Entry Workers + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Arbeitslehre; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung
Abstract	Background: Work-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. Aim: This 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. Sample: Questionnaires were administered four times, starting in the beginning of students' final year of higher education until 4 months after graduation (N = 814). Methods: In 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 Conclusions: The 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01