INVESTIGATING POST-WORK INTEGRATED LEARNING (WIL) EFFECTS ON MOTIVATION FOR LEARNING: AN EMPIRICAL EVIDENCE FROM MALAYSIAN PUBLIC UNIVERSITIES
Abstract
Work-integrated learning (WIL) is regarded as an important medium to assist development of student’s relevant technical and non-technical competencies, knowledge and psychological attributes that can enhance their employability and learning outcomes. This study examines the relationship between the outcomes of WIL programs such as thinking and communication skills, self-efficacy and motivation for learning of 383 undergraduate in business degree from four Malaysian public universities who have participated on various WIL programs. Results show that student’s motivation for learning is affected by student’s thinking skills and mediated by student’s self-efficacy. Interestingly, student’s communication skills only influenced motivation for learning through the self-efficacy. The findings provide a valuables insight into the limited research pertaining to the sequel of the outcomes of WIL programs such as student’s competencies, psychological attributes and specific learning outcomes.
Keywords: Work-Integrated Learning; Motivation for Learning; Self-Efficacy; Thinking Skills; Communication Skills.
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