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

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.

Culinary inheritance: a new paradigm of innovating knowledge teaching

“…Moreover, the students' value creation-oriented competence is positively associated with their learning performance ( t = 21.13***, p < 0.001). These results agree with those of Grosemans et al. (2020) and Gomez-Devis and Saneleuterio (2020).…”

“…Moreover, the students' value creation-oriented competence is positively associated with their learning performance (t 5 21.13***, p < 0.001). These results agree with those of Grosemans et al (2020) and Gomez-Devis and Saneleuterio (2020). Moreover, this study suggests that learning orientation will increase students' learning performance when students join professional technicians' classes.…”

“…Value creation-oriented competence refers to an enterprise's ability to understand customers and translate their business needs into quality solutions (Sukoco et al, 2018;Wu et al, 2022). Learning-oriented students are willing to learn from on-the-job activities and attach significant importance to the self-promotion experience for functional development (Gomez-Devis and Saneleuterio, 2020; Grosemans et al, 2020). Culinary innovation and customer values constitute the cornerstones of restaurants' competitive strategies and relationship management approaches.…”

“…, 2022). Learning-oriented students are willing to learn from on-the-job activities and attach significant importance to the self-promotion experience for functional development (Gomez-Devis and Saneleuterio, 2020; Grosemans et al. , 2020).…”

Learning to Be Employable or Being Employable to Learn: The Reciprocal Relation Between Perceived Employability and Work-Related Learning

“…Answers ranged on a 7-point frequency scale from 1 = never to 7 = on a daily basis . In a previous study, self-efficacy and work-domain goal orientation have been found to relate to work-related learning (Grosemans, Coertjens, & Kyndt, 2018).…”