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

Abstract

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.