Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence

Amar Hisham Jaaffar,Jegatheesan Rajadurai,Hazril Izwar Ibrahim,M Sadiq Sohail

doi:10.2139/ssrn.3922000

Abstract

Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence

Highlights

This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and selfesteem
Despite the progressive development of Work Integrated Learning (WIL) programmes, studies investigating the benefits of WIL have mainly focused on the economic as well as monetary benefits obtained by various stakeholders rather than the gains to specific undergraduates’ learning outcomes or the on examining psychological attributes of the undergraduates (Drysdale et al, 2016; Potgieter, 2012)
A previous study revealed that undergraduates who have participated in WIL programmes were found to have higher levels of perceived self-confidence, self-esteem, and selfefficacy compared to undergraduates who had not participated in WIL programmes (Drysdale et al, 2012)

Summary

Introduction

This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and selfesteem. The findings of this study provide insight about psychological attributes of undergraduates participated in WIL programmes These findings have implications for WIL stakeholders, which are highlighted in the paper. Impacto Psicológico de Programas de Integración del Trabajo en Malasia: El Rol Moderador de la Autoestima en la Relación entre la Autoeficacia y la Autoconfianza. In the context of WIL programmes, research is fragmented in investigating the relationship between psychological attributes including self-efficacy, self-esteem, and self-confidence of undergraduates after participating in WIL programmes. Review of literature reveals that no comprehensive study has examined the moderating effect of self-esteem on the psychological attributes of self-efficacy and selfconfidence of undergraduates participating in WIL programme. This study proposes to investigate the relationship of an undergraduate’s psychological attributes after participating in WIL programmes, which address self-efficacy, self-esteem, and self-confidence, as well as to examine the moderating effect of selfesteem

Objectives

Methods

Results

Conclusion