Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals

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-centered 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, mod- erate 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.

Jaar van publicatie:2020

BOF-keylabel:ja

IOF-keylabel:ja

BOF-publication weight:1

CSS-citation score:1

Authors from:Higher Education

Toegankelijkheid:Open