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Psychological attributes and work-integrated learning: An international study
St. Jerome's University/University of Waterloo Waterloo Canada.
University of Waterloo Waterloo Canada.
University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies. (LINA)ORCID iD: 0000-0002-5259-0538
University of Central Florida Orlando United States.
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2016 (English)In: Higher Education, Skills and Work-Based Learning, Vol. 6, no 1, 20-34 p.Article in journal (Refereed) PublishedText
Abstract [en]

PurposeTo explore - on an international level - the relationship between work-integrated learning (WIL) and several psychological attributes (i.e., hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labour market.

Design/methodology/approachA between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs.

FindingsWIL and non-WIL students in the four countries shared several attributes - however - significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students.

Research limitations/implicationsSelf-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations.

Originality/valueThe positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data is provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.

Place, publisher, year, edition, pages
2016. Vol. 6, no 1, 20-34 p.
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Psychology
Identifiers
URN: urn:nbn:se:hv:diva-8872DOI: 10.1108/HESWBL-02-2015-0004ISI: 000387404600002ScopusID: 2-s2.0-84955583983OAI: oai:DiVA.org:hv-8872DiVA: diva2:891817
Available from: 2016-01-07 Created: 2016-01-07 Last updated: 2016-12-19Bibliographically approved

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