The Role of Work-Integrated Learning in Developing Students Perceived Work Self-EfficacyReport as inadecuate

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Asia-Pacific Journal of Cooperative Education, v17 n4 p423-436 2016

The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived work self-efficacy in industries relevant to their studies. Comparison of pre- and post-course scores on the Work Self-Efficacy Scale demonstrated significant improvement in students' perceived work self-efficacy in all seven dimensions, as well as their perceived skill levels in thirteen important aspects of the work environment. The results suggested that all three course components (the work experience placement, career development workshops and presentations from practicing lecturers and professionals) provided important contributions to students' development. The factors that were considered to be most influential included feedback from supervisors, personal motivation and involvement, and regular workplace experience. [Paper presented at the World Association for Cooperative and Work-Integrated Education, International Research Symposium on Cooperative and Work-Integrated Education, (2nd, Victoria, British Columbia, Canada, 2016).]

Descriptors: Self Efficacy, Student Attitudes, Foreign Countries, Experiential Learning, Work Experience, Employment Qualifications, Case Studies, Questionnaires, Pretests Posttests, Program Effectiveness, Career Development, Teacher Influence, Undergraduate Students

New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor[at]; Web site:

Author: Reddan, Gregory


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