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首页> 外文期刊>The Journal of Workplace Learning >Vocational students' perspective on professional skills workplace learning
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Vocational students' perspective on professional skills workplace learning

机译：职业学生对专业技能职场学习的看法

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摘要

Purpose - The purpose of this study is to identify factors that influence vocational students' development of professional skills during workplace learning and to examine the effects and relationships of these factors. Design/methodology/approach - The results were based on the responses of 285 graduating Finnish vocational students. The confirmatory factor analysis and structural equations were conducted using Lisrel. Findings - Motivational factors, including performance orientation and self-efficacy, and organizational factors, including guidance, psychological climate and knowledge acquisition, had a direct and positive impact on the students' development of professional skills. The attitudinal factor measured through work alienation had a partial mediating effect on the relationship between the organizational factors and the development of professional skills. The cognitive factor consisting of prior work experience in the studied field, however, had no effect on skill development Research limitations/implications - The study was based on students' self-appraisal of the studied factors. Future research should consider workplace instructors' and vocational teachers' viewpoints regarding students' development of professional skills. Practical implications - Managers are encouraged to plan a structured orientation period for students and to help workplace instructors design their work in order to facilitate a successful workplace learning period. Originality/value - This study highlights the importance of organizational factors and workplace instructors to students' development of professional skills through work. Furthermore, it provides empirical evidence on the special characteristics of these factors.
机译：目的-这项研究的目的是确定影响职业学生在工作场所学习期间职业技能发展的因素，并研究这些因素的影响和关系。设计/方法/方法-结果基于285名芬兰应届职业学生的回答。使用Lisrel进行验证性因子分析和结构方程式。调查结果-动机因素，包括表现导向和自我效能感，组织因素，包括指导，心理氛围和知识获取，对学生的专业技能发展产生了直接而积极的影响。通过工作疏离来衡量的态度因素对组织因素与专业技能发展之间的关系具有部分中介作用。然而，由研究领域的先前工作经验组成的认知因素对技能发展没有影响。研究局限性/含意-该研究基于学生对研究因素的自我评价。未来的研究应考虑工作场所教师和职业教师关于学生专业技能发展的观点。实际意义-鼓励管理人员为学生安排结构化的入职培训期，并帮助工作场所教师设计工作，以促进成功的工作场所学习期。原创性/价值-这项研究强调了组织因素和职场指导员对学生通过工作发展专业技能的重要性。此外，它为这些因素的特殊特征提供了经验证据。

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