Confidence and gender differences within a work-integrated learning programme: evidence from a UK higher education institution

Arsenis, Panagiotis; Flores, Miguel

doi:10.1080/07294360.2020.1798888

Cited by 7 publications

(2 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They find that male students experienced a statistically significant increase in occupational self-efficacy through an internship experience, whereas the positive impact is not statistically significant for female students although feedback received from employers are equally good. Arsenis and Flores (2021) find female students tend to rate themselves with lower scores than their counterparts in transferable competencies and subject-specific expertise. To some extent, female students have low self-efficacy than male students in line with the finding of Torres-Guijarro and Bengoechea (2017) who conclude that females are more likely to underestimate the quality of their performance, whereas males are more likely to overestimate the performance in self-assessing.…”

Section: Gender Effectsmentioning

confidence: 77%

The performance effects of international study placements versus work placements

Jones

Wang

2022

High Educ

View full text Add to dashboard Cite

To be competitive, universities across the world are embedding an international perspective into every layer of an institution’s operational structure. For higher education (HE) providers that offer sandwich degrees (4-year undergraduate courses with a compulsory placement after the second year), this allows students to choose a range of options. Students can enter the labour market for one year, or they can go overseas to study at a foreign institution. For some students, it might even be possible to do both. However, regarding final year degree performance, which option leads to higher student performance? In this paper, we aim to shed light on this empirical question. Our results are drawn from Aston University (UK) which is a world-leading University in Advanced Technology. Overall, using a large student dataset, we find that for students who have a compulsory placement built into their degree programme, the work placement has a more powerful impact on student performance compared to an international study placement abroad. Our findings have important implications for universities across the world that offer sandwich degrees to their students.

show abstract

Section: Gender Effectsmentioning

confidence: 77%

The performance effects of international study placements versus work placements

Jones

Wang

2022

High Educ

View full text Add to dashboard Cite

show abstract

“…In addition, Arsenis and Flores (2021) suggested that learner confidence has a critical influence on learning and achievement performance. As learners' confidence in their learning ability affects their perceived performance on learning tasks, it is suggested that future research include learning achievement to investigate whether academic confidence predicts learning performance.…”

Section: Recommendationsmentioning

confidence: 99%

A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research

Chang

2022

Front. Psychol.

View full text Add to dashboard Cite

Graduate students’ failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students’ learning through emotion and cognition is still quite rare. A review of past research revealed that the main factor causing graduate students to drop out midway is not completing their thesis, followed by factors including insufficient achievement motivation, lack of learning strategy, and low confidence. The graduation rate of graduate students has been emphasized by the academic community; therefore, this study investigated the correlation between graduate students’ achievement motivation, active learning, and academic confidence in writing research. The study invited graduated students from two universities of science and technology situated in the northern region of Taiwan to complete the questionnaire. In this study, valid data for validation analysis were collected from 173 respondents, and the results showed that achievement motivation positively influenced active learning (higher-order learning, integrative learning, reflective learning) and that active learning (higher-order learning, integrative learning, reflective learning) positively influenced academic confidence. From the above findings, it can be seen that to help graduate students from University of Science and Technology to effectively complete their graduate studies, students should develop good motivation to adopt active learning strategies to enhance their academic self-confidence.

show abstract

Exploring gender differences in Gen Z students’ attribution of obstacles influencing their academic and professional success

Fischer,

Luiz

2024

The International Journal of Management Education

View full text Add to dashboard Cite

Confidence and gender differences within a work-integrated learning programme: evidence from a UK higher education institution

Cited by 7 publications

References 32 publications

The performance effects of international study placements versus work placements

The performance effects of international study placements versus work placements

A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research

Exploring gender differences in Gen Z students’ attribution of obstacles influencing their academic and professional success

Contact Info

Product

Resources

About