Meaningful mastery experiences in working UAS students’ self-efficacy narratives
Keywords:
student self-efficacy, mastery experiences, working UAS studentAbstract
The purpose of this research is to deepen the understanding about student self-efficacy of full-time working students at university of applied sciences (UAS). Exploring self-efficacy is limited to the mastery experiences of students formed previously in their work or studies. This outlining is based on previous research demonstrating mastery experiences being the most significant source of self-efficacy. Theme interview data was collected in autumn 2021 in one university of applied sciences located in southern Finland. The interviewees were full-time working students of different bachelor’s degree programmes, studying in blended or online study programmes. Students’ meaningful experiences for self-efficacy related to positive admission process and successful transition to studies, deepened learning in intense integration of theoretical and practical knowledge, and development of professional competence. The growing age of students entering higher education, increasing popularity of blended and online studying and national requirements to raise the number of citizens participating HE all reflect changes that emphasize the significance of student’s self-management in one’s own learning. In this, self-efficacy has essential role, and the research related to it is required. The results of this research benefit career guidance, counseling, and teaching practices implemented specially in universities of applied sciences, but also in other institutions and organizations executing vocational growth-related guidance.
