Fostering Academic Major Satisfaction, Career Curiosity, and Job Search Behaviors Among Electrical/Electronic Technology Education Undergraduates

Chukwuedo, Samson Onyeluka; Ogbuanya, Chinyere Theresa

doi:10.1177/0894845318807570

Cited by 7 publications

(4 citation statements)

References 49 publications

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“…As far as we know, the study is the first in the literature concerning the WPL and PES nexus to test and find a serial mediation model of CDSE and EPS. Meanwhile, our findings complement those of previous studies (e.g., Chukwuedo and Ogbuanya, 2020b; Orji and Ogbuanya, 2020) which have tested mediation in related experiential or vicarious learning literature and have found that career/learning self-efficacy and student engagement are mediators between learning conditions and academic, career or employability relations.…”

Section: Discussionsupporting

confidence: 88%

Students’ work placement learning and employability nexus: Reflections from experiential learning and social cognitive career theories

Chukwuedo

Ementa

2022

Industry and Higher Education

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To curtail difficulties in higher education relating to students’ learning with few or no real-life examples, poor acquisition of practical skills, a lack of confidence concerning their prospective career, and a fear of unemployment, it is imperative to engage students in real-life work environments before graduation. Drawing on the integration of Experiential Learning Theory and Social Cognitive Career Theory, the authors explore the work placement learning (WPL), career decision self-efficacy (CDSE), engagement in practical skills (EPS), and perceived employability skills (PES) nexuses. The participants in the study (N = 451) were technical and vocational education undergraduates drawn from four universities in Nigeria. Using data collected via a cross-sectional survey, the study results reveal that WPL is positively and strongly associated with PES. The results also show that WPL has a positive indirect influence on PES via CDSE and EPS, indicating the presence of serial mediation. The results further show that WPL has discrete positive indirect effects on PES via the dimensions of CDSE (self-appraisal, occupational information, goal selection, planning and problem-solving). The implications of the findings for higher education institutions are, accordingly, set out.

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Section: Discussionsupporting

confidence: 88%

Students’ work placement learning and employability nexus: Reflections from experiential learning and social cognitive career theories

Chukwuedo

Ementa

2022

Industry and Higher Education

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“…This result aligns with previous studies (e.g. Chukwuedo and Ogbuanya, 2020b; Renn et al ., 2014) which found that career mentoring increases students networking behaviours. Further, we also found an increase in the students' PEE and PFPC for work (c.f.…”

Section: Discussionsupporting

confidence: 94%

Training prospective technical education graduates for school-to-work transition: insights from university–industry links

Chukwuedo

Nnajiofor

Auta

et al. 2023

HESWBL

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PurposeFollowing the tenets of experiential learning theory (ELT) and social cognitive theory (SCT), this study aims to investigate the influence of higher technology education students' placement experiences (work-related learning by teaching practice [WLTP] and by industry attachment [WLIA]) on learning self-efficacy (LSE) and perceived employability skills (PES) (namely, perceived future network [PFN], perceived expected experiences [PEE]), perceived future personal characteristics (PFPC), perceived future labour market knowledge (PFLMK) and perceived future skills (PFS).Design/methodology/approachUsing two-wave surveys (T1 & T2), data were collected from technical education students (N = 257) in Nigerian universities. At T1, LSE and PES were measured, while WLTP, WLIA, LSE and PES were measured at T2. The repeated measure t-test, and structural equation modelling were applied for statistical analyses.FindingsThe authors found a significant increase in the students' LSE and PES from T1 to T2. Direct associations between WLTP, WLIA, LSE and PES were partly supported. Similarly, WLTP and WLIA have indirect relationships with PES via LSE. However, the result of the indirect effect is partly supported for WLTP and PES relations; but fully supported for WLIA and PES relations.Research limitations/implicationsAlthough this study is not an experimental design to absolutely justify causality, it has provided valuable empirical evidence that added to the extant literature on higher education students' work-related learning, learning ability and employability skills.Originality/valueTo the authors' knowledge, this is the first study to explore the simultaneous influence of two aspects of students' work placement (WLTP and WLAI) on LSE and employability as well as the changes that occur after the placement.

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“…Additionally, according to the study's predictive results, job crafting appeared to be a good predictor of job satisfaction. This finding was corroborated by a previous study that found job crafting to be a good predictor of job satisfaction and work engagement (Chukwuedo & Ogbuanya, 2018).…”

Section: Discussionsupporting

confidence: 85%

Does Attitudes Towards Money Matter? A Mediational Analysis of Job Crafting and Job Satisfaction in School Teachers

Younas

Kausar

Solomon³

2023

JPAP

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The current study aimed to find out relationship between job crafting and job satisfaction in teachers and also to determine whether a teacher's attitude towards money had a mediating role between job satisfaction and job crafting. The following hypotheses were proposed: a) job satisfaction, attitude towards money and co-variances would likely have a significant relationship b) attitude towards money would likely significantly predict job satisfaction; and c) attitude towards money would likely act as a mediator between job crafting and job satisfaction. The sample consisted of 150 school teachers (N=150) with an age range of 20 to 55 years employed via non-probability purposive sampling approach. Assessment measures included Job Crafting Questionnaire (Slemp & Vella-Brodrick, 2013), Money Attitude Questionnaire (Lay & Furnham, 2018) and Job Satisfaction Scale (Macdonald & Macintyre, 1997) with .91, .91 and .89 alpha reliability coefficient respectively. The data was collected online via Google form from the potential participants. Results revealed that the association between money attitude and job satisfaction is not correlated, however, there is a highly significant and positive relationship between job crafting and satisfaction with one's job. Job crafting exhibited a favorable and highly significant prediction of job satisfaction, however, money attitude has no significant results and so do not suggest any prediction of job satisfaction. Moreover, the link between job satisfaction and money attitude was completely mediated by the money attitude. For young adults, researchers, counselors, and educational psychologists; these indigenous results would have substantial implications for awareness, policy making, and future research endeavors.

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Fostering Academic Major Satisfaction, Career Curiosity, and Job Search Behaviors Among Electrical/Electronic Technology Education Undergraduates

Cited by 7 publications

References 49 publications

Students’ work placement learning and employability nexus: Reflections from experiential learning and social cognitive career theories

Students’ work placement learning and employability nexus: Reflections from experiential learning and social cognitive career theories

Training prospective technical education graduates for school-to-work transition: insights from university–industry links

Does Attitudes Towards Money Matter? A Mediational Analysis of Job Crafting and Job Satisfaction in School Teachers

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