Work placement learning and students' readiness for school-to-work transition: Do perceived employability and faculty supervisor support matter?

Abstract

This study relies upon the social cognitive career theory-model of career self-management to examine how and whether work placement learning might influence students' readiness for school-to-work transition. Also, it examines multiple mediation effects of self-efficacy, outcome expectations and perceived employability, and conditional direct and indirect effects of faculty supervisor support. Using data collected from 291 undergraduate students undertaking work placement learning in 109 industries/firms at three-time points with a two-month time lag, this study tests a theory-driven model of work placement learning, self-efficacy, outcome expectations, perceived employability, faculty supervisor support and readiness for school-to-work transition. The cross-lagged panel analyses revealed a positive link between work placement learning and readiness for school-to-work transition. Self-efficacy, outcome expectations and perceived employability mediated the relationship. It was found that faculty supervisor support moderated the direct and indirect effects of work placement learning on readiness for school-to-work transition via self-efficacy and outcome expectations.