The effects of work-integrated learning on undergraduate sports coaching students’ perceived self-efficacy

Authors

Anthony Weldon, Technological and Higher Education Institute of Hong Kong, Vocational Training CouncilFollow
Jake K. Ngo, Hong Kong Academy for Performing Arts, Hong KongFollow

Staff Page Link

Mr WELDON Anthony

Document Type

Journal Article

Publication Date

2019

Keywords

Work integrated learning, industry collaboration, education, self-efficacy, workplace skills

Abstract

This study examined the effects of a work-integrated learning (WIL) placement on student's self-efficacy and perceived workplace skill levels. Twenty-eight participants volunteered for this study, in which 15 completed WIL and 13 did not (non-WIL). The Work Self-Efficacy Inventory (WS-Ei) and Workplace Skills Questionnaire (WSQ) were used to collect student responses. Differences between groups were analyzed using a Mann-Whitney U test, mean differences were shown, and statistical significance was set at p < 0.05. Results from the WS-Ei indicated the WIL group shown significantly higher total WS-Ei scores, higher mean scores for all dimensions measured, and significantly higher scores for individual dimensions; problem-solving, politics, pressure and role expectations. The WSQ indicated the WIL group had higher mean scores for all perceived workplace skills, except for information technology, and no significant differences was observed between groups. Areas showing little difference between groups can be highlighted for further support and development.

Source Publication

International Journal of Work Integrated Learning

Volume Number

20

Issue Number

3

ISSN

2538-1032

First Page

309

Last Page

319

Recommended Citation

Weldon, A., Ngo, J. K. (2019). The Effects of Work-Integrated Learning on Undergraduate Sports Coaching Students’ Perceived Self-Efficacy. International Journal of Work Integrated Learning, 20(3), 309-319.