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

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Grosemans, Ilke [KUL] Coertjens, Liesje [UCL] Kyndt, Eva [UA]

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.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès libre
Publication date 2020
Language Anglais
Journal information "British Journal of Educational Psychology" - Vol. 90, p. 19-42 (2020)
Peer reviewed yes
Publisher Wiley
issn 0007-0998
Publication status Publié
Affiliation UCL - SSH/IPSY - Psychological Sciences Research Institute
Keywords Education ; Developmental and Educational Psychology
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Bibliographic reference Grosemans, Ilke ; Coertjens, Liesje ; Kyndt, Eva. Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals. In: British Journal of Educational Psychology, Vol. 90, p. 19-42 (2020)
Permanent URL http://hdl.handle.net/2078.1/210067