Perceived supervisor support and learner’s career curiosity: the mediating effect of sense of belonging, engagement and self-efficacy

Abstract

PurposeThis study investigates the relationship between perceived supervisor support (PSS) and learner career curiosity and tests the mediating role of sense of belonging, engagement and learning self-efficacy.Design/methodology/approachThe authors used a three-wave repeated cross-sectional data collected from 509 final-year undergraduate students of 11 Nigerian public universities, who had completed the compulsory work placement to analyze the influence of PSS on learner’s career curiosity via a parallel mediation involving sense of belonging, engagement (behavioural, emotional and cognitive) and self-efficacy.FindingsThe results show that engagement mediates the path through which PSS influences career curiosity. However, the authors found no evidence that sense of belonging and self-efficacy mediated the relationship between PSS and learner’s career curiosity in this population.Originality/valueThe findings of this study highlight the importance of PSS as a resource that influences learner’s career curiosity, particularly during a work placement.

Exploring the link between student placement learning in business organizations and self-employment preparatory behaviours

“…The findings establish that PLBO influenced students' SPB in this population (Hypothesis 1). This result was expected, given the widely positive reports of placement learning and its implications for career behaviour (Caspersen and Smeby, 2020;Okolie et al, 2021a). However, the finding serves as a baseline hypothesis, of which confirmation in the present study is necessary.…”

“…In this study, PSS refers to students' perceived help, encouragement, advice and guidance from placement supervisors in pursuing their self-employment career goals. We focus on PSS because placement supervisors are considered the most salient, influential and supportive individuals for students during a PLBO (Okolie et al, 2021a). This study therefore explores the nature of the underlying mechanisms via which a relationship between PLBO and SPB might exist.…”

“…This study examines whether and how PLBO might influence student SPB and the psychological underlying mechanisms mediating and moderating such relationships. The study is timely given the call for university graduate self-employment research to promote job creation given the lack of jobs in light of the number of graduates produced yearly (Caines et al, 2019; Douglas and Shephard, 2002; Okolie et al, 2019; Okolie et al, 2021a; Tennant et al, 2018). SPB refers to important precursors of self-employment; it typically involves searching, planning, marshalling and organizing behaviours that students require to be self-employed after graduation (e.g.…”

Asociación entre factores condicionantes de la transferencia de la formación permanente y la aplicación de los aprendizajes en los programas formativos de Educación Infantil y Primaria

“…Sin embargo, se observa una anomalía en el efecto del factor Fomento de la formación por los órganos del centro con relación a los porcentajes de identificación de situaciones de aplicación. En nuestro caso, la asociación encontrada resulta de carácter inverso mientras que en la literatura las variables asociadas al apoyo de la organización o la cultura sobre la formación de ésta tienen un efecto de mejora sobre la transferencia (Brion, 2020;Gil et al, 2021a;Okolie et al, 2021;Park et al, 2018).…”

Adapted work placement delivery method under COVID-19 towards students’ job preparatory behaviours

“…Work placement (WP) or internship programmes are recognised as a critical experiential learning activity conducted by universities worldwide, enabling students to be work-ready before graduation. Through WP, students are provided with career development opportunities and undergo a beneficial experience that facilitates their future careers ( Okolie et al, 2021a ). WP has been established in Indonesia’s HEIs ( Prianto et al, 2017 ): the Indonesian government even included it as one of the key programmes under the Independent Campus – Independent Learning policy (in Indonesian, Kampus Merdeka-Merdeka Belajar ) that was declared in 2020.…”