In the right placement at the right time? An investigation of the psychological outcomes of placement learning

Fiona Purdie; Tina McAdie; Nigel King; Lisa Ward

doi:10.1016/j.sbspro.2011.11.297

In the right placement at the right time? An investigation of the psychological outcomes of placement learning

Fiona Purdie, Tina McAdie, Nigel King, Lisa Ward

Research output: Contribution to journal › Conference article › peer-review

10 Citations (Scopus)

Abstract

Work integrated learning (WIL) provides an authentic experience of work practices in an occupational setting and the opportunity to develop personally and professionally. We examined whether psychological differences exist between WIL and non-WIL students (n=802), and if these differences intensify through multiple experiences. The results suggest that more work-related experiences a student had, the more hope, agency, intrinsic goal orientation and academic self efficacy they reported (p<0.05). Thus it is not simply a question of the right placement at the right time, but that WIL is most influential when students consistently build on the gains they make via multiple experiences.

Original language	English
Pages (from-to)	717-724
Number of pages	8
Journal	Procedia - Social and Behavioral Sciences
Volume	29
DOIs	https://doi.org/10.1016/j.sbspro.2011.11.297
Publication status	Published - 1 Dec 2011
Event	2nd International Conference on Education and Educational Psychology - Istanbul, Turkey Duration: 19 Oct 2011 → 22 Oct 2011 Conference number: 2

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10.1016/j.sbspro.2011.11.297Licence: CC BY-NC-ND

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title = "In the right placement at the right time? An investigation of the psychological outcomes of placement learning",

abstract = "Work integrated learning (WIL) provides an authentic experience of work practices in an occupational setting and the opportunity to develop personally and professionally. We examined whether psychological differences exist between WIL and non-WIL students (n=802), and if these differences intensify through multiple experiences. The results suggest that more work-related experiences a student had, the more hope, agency, intrinsic goal orientation and academic self efficacy they reported (p<0.05). Thus it is not simply a question of the right placement at the right time, but that WIL is most influential when students consistently build on the gains they make via multiple experiences.",

keywords = "Agency, Cooperative education, Intrinsic goal orientation, Placement, Self efficacy, Work integrated learning",

author = "Fiona Purdie and Tina McAdie and Nigel King and Lisa Ward",

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journal = "Procedia - Social and Behavioral Sciences",

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note = "2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 ; Conference date: 19-10-2011 Through 22-10-2011",

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TY - JOUR

T1 - In the right placement at the right time? An investigation of the psychological outcomes of placement learning

AU - Purdie, Fiona

AU - McAdie, Tina

AU - King, Nigel

AU - Ward, Lisa

N1 - Conference code: 2

PY - 2011/12/1

Y1 - 2011/12/1

N2 - Work integrated learning (WIL) provides an authentic experience of work practices in an occupational setting and the opportunity to develop personally and professionally. We examined whether psychological differences exist between WIL and non-WIL students (n=802), and if these differences intensify through multiple experiences. The results suggest that more work-related experiences a student had, the more hope, agency, intrinsic goal orientation and academic self efficacy they reported (p<0.05). Thus it is not simply a question of the right placement at the right time, but that WIL is most influential when students consistently build on the gains they make via multiple experiences.

AB - Work integrated learning (WIL) provides an authentic experience of work practices in an occupational setting and the opportunity to develop personally and professionally. We examined whether psychological differences exist between WIL and non-WIL students (n=802), and if these differences intensify through multiple experiences. The results suggest that more work-related experiences a student had, the more hope, agency, intrinsic goal orientation and academic self efficacy they reported (p<0.05). Thus it is not simply a question of the right placement at the right time, but that WIL is most influential when students consistently build on the gains they make via multiple experiences.

KW - Agency

KW - Cooperative education

KW - Intrinsic goal orientation

KW - Placement

KW - Self efficacy

KW - Work integrated learning

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DO - 10.1016/j.sbspro.2011.11.297

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JO - Procedia - Social and Behavioral Sciences

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SN - 1877-0428

T2 - 2nd International Conference on Education and Educational Psychology

Y2 - 19 October 2011 through 22 October 2011

ER -

In the right placement at the right time? An investigation of the psychological outcomes of placement learning

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