A closer look at how work placement learning influences student engagement in practical skills acquisition

This study examines how work placement learning (WPL) might influence student engagement in practical skills acquisition (SEPSA). The study draws on key elements of three theories: the social cognitive career theory (self-efficacy), self-determination theory (intrinsic motivation) and expectancy-val...

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Bibliographic Details
Published inHigher education research and development Vol. 41; no. 7; pp. 2278 - 2291
Main Authors Okolie, Ugochukwu Chinonso, Nwali, Anthony Chukwuma, Ogbaekirigwe, Charles Odu, Ezemoyi, Chucks M., Achilike, Beatrice Adanna
Format Journal Article
LanguageEnglish
Published Routledge 10.11.2022
Subjects
Foreign Countries
higher education
Job Placement
Job Skills
Learner Engagement
practical skills acquisition
Self Determination
Self Efficacy
Skill Development
Social Cognition
Social Theories
student engagement
Undergraduate Students
Work Experience Programs
Work placement learning
Nigeria
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Summary:This study examines how work placement learning (WPL) might influence student engagement in practical skills acquisition (SEPSA). The study draws on key elements of three theories: the social cognitive career theory (self-efficacy), self-determination theory (intrinsic motivation) and expectancy-value theory (task value) to understand the mechanisms through which the relationship might exist. Using cross-sectional data from 326 university undergraduate students who had completed the work placement programme, we analyzed the effect of WPL on SEPSA as well as the multiple mediation effects of learning self-efficacy, intrinsic motivation and task value using Hayes-PROCESS Macro. Findings show that WPL was associated positively with SEPSA, learning self-efficacy and task value. However, only learning self-efficacy and task value mediated the relationship between WPL and SEPSA. The findings suggest the importance of helping students to form learning self-efficacy and have higher values for their WPL activities, which may, in turn, enhance their active engagement in practical skills acquisition. The findings have implications for higher education administrators, work placement supervisors, practitioners and policymakers who may be working toward improving SEPSA during WPL.
ISSN:0729-4360
1469-8366
DOI:10.1080/07294360.2021.1996338