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

Ilke Grosemans; Liesje Coertjens; Eva Kyndt

doi:10.1111/bjep.12258

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

Br J Educ Psychol. 2020 Mar;90(1):19-42. doi: 10.1111/bjep.12258. Epub 2018 Dec 1.

Authors

Ilke Grosemans¹, Liesje Coertjens², Eva Kyndt^{1

3}

Affiliations

¹ Centre for Research on Professional Learning & Development, and Lifelong Learning, KU Leuven - University of Leuven, Belgium.
² Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.
³ Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium.

PMID: 30506557
DOI: 10.1111/bjep.12258

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.

Keywords: achievement goals; early-career employees; self-efficacy; transition to work; work-related learning.

MeSH terms

Achievement*
Adult
Employment*
Female
Humans
Learning*
Male
Self Efficacy*
Students*
Universities
Young Adult