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 journalConference article

6 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.

LanguageEnglish
Pages717-724
Number of pages8
JournalProcedia - Social and Behavioral Sciences
Volume29
DOIs
Publication statusPublished - 1 Dec 2011
Event2nd International Conference on Education and Educational Psychology - Istanbul, Turkey
Duration: 19 Oct 201122 Oct 2011
Conference number: 2

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Learning
Psychology
learning
Students
Hope
experience
student
Self Efficacy
self-efficacy
time

Cite this

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In the right placement at the right time? An investigation of the psychological outcomes of placement learning. / Purdie, Fiona; McAdie, Tina; King, Nigel; Ward, Lisa.

In: Procedia - Social and Behavioral Sciences, Vol. 29, 01.12.2011, p. 717-724.

Research output: Contribution to journalConference article

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