ERIC Number: EJ1087732
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: N/A
Employability and Students' Part-Time Work in the UK: Does Self-Efficacy and Career Aspiration Matter?
Gbadamosi, Gbolahan; Evans, Carl; Richardson, Mark; Ridolfo, Mark
British Educational Research Journal, v41 n6 p1086-1107 Dec 2015
Amid a growing focus on graduate employability, this study examines the relationship between students' part-time work, career aspirations and self-efficacy, in a survey of 357 UK students from two post-92 universities. The results suggest a positive and significant relationship between part-time work and career aspiration. Students who work part-time, and value this opportunity, are likely to have a high career aspiration and strive to enhance their employability agenda. Self-efficacy (students' belief in their ability to succeed) is significantly associated with career aspiration. No significant gender differences were found in our sample for all study variables. Finally, students' level of study and malleable self-theories (the belief that people are changeable and with effort can achieve more) were found to be the strongest predictors of part-time work, while self-efficacy is the strongest predictor of career aspiration. These findings confirm the importance of individual self-efficacy in the value attached to part-time working among students in higher education (HE). Nonetheless, those students who do not work part-time while studying, do so mainly because they do not want to detract from their study. The concluding part of the paper discusses relevant application and policy implications of these findings.
Descriptors: Foreign Countries, Part Time Employment, Student Employment, Employment Potential, Self Efficacy, Occupational Aspiration, Student Surveys, Gender Differences, Predictor Variables, Achievement Need, College Students, Student Attitudes, Attribution Theory
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom