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

New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: [email protected]; Web site: http://www.apjce.org

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11

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; Work Experience; Questionnaires; Self Concept Measures; Learning Strategies; Statistical Analysis; Comparative Analysis

Motivated Strategies for Learning Questionnaire; Self Description Questionnaire

1175-2882

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

36

2016

EJ1113755