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Unlocking employability: the power of autonomy, competence and relatedness in work-based learning engagement and motivation.

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Title: Unlocking employability: the power of autonomy, competence and relatedness in work-based learning engagement and motivation.
Authors: Parenrengi, Syafiuddin syafiuddin.pare@unm.ac.id, Jamaluddin Jamaluddin6702@unm.ac.id, Aisyah, St. st.aisyah@unm.ac.id, Mahande, Ridwan Daud ridwandm@unm.ac.id, Setialaksana, Wirawan wirawans@unm.ac.id
Source: Higher Education, Skills & Work-based Learning. 2025, Vol. 15 Issue 4, p775-791. 17p.
Subject Terms: *Employability, *Cooperative education, *STEM education, *Academic motivation, *Student engagement
Abstract: Purpose: This study aims to explore how autonomy, competence and relatedness impact work-based learning (WBL) motivation and engagement, contributing to enhanced employability skills. Additionally, it examines whether there are significant differences in these effects between students from STEM and social humanities. Design/methodology/approach: This study employed a correlational design with 284 undergraduate students, collecting cross-sectional data through validated surveys on autonomy, competence, relatedness, WBL and employability skills. The analysis utilized structural equation modeling partial least squares (SEM-PLS) and partial least squares-multi-group analysis (PLS-MGA) to explore WBL's mediating role in the relationship between SDT components and employability skills, with comparisons across different academic faculties. Findings: The results show that autonomy, competence and relatedness significantly enhance students' employability skills through WBL. WBL serves as a mediator that strengthens student motivation and engagement, with notable differences in the effects between STEM and social humanities students. Practical implications: Higher education institutions should integrate SDT principles autonomy, competence and relatedness into WBL programs to enhance employability skills. Moreover, these programs should be tailored to accommodate the distinct needs of students from various academic backgrounds, such as STEM and social humanities. Originality/value: This study establishes a novel connection between self-determination theory (SDT) and the development of employability skills through WBL. It provides new insights into the mediating role of WBL in the relationship between SDT components and employability, highlighting the differential impacts across academic disciplines, particularly between STEM and social-humanities students. [ABSTRACT FROM AUTHOR]
Copyright of Higher Education, Skills & Work-based Learning is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 187566360
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Unlocking employability: the power of autonomy, competence and relatedness in work-based learning engagement and motivation.
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  Data: <searchLink fieldCode="AR" term="%22Parenrengi%2C+Syafiuddin%22">Parenrengi, Syafiuddin</searchLink><i> syafiuddin.pare@unm.ac.id</i><br /><searchLink fieldCode="AR" term="%22Jamaluddin%22">Jamaluddin</searchLink><i> Jamaluddin6702@unm.ac.id</i><br /><searchLink fieldCode="AR" term="%22Aisyah%2C+St%2E%22">Aisyah, St.</searchLink><i> st.aisyah@unm.ac.id</i><br /><searchLink fieldCode="AR" term="%22Mahande%2C+Ridwan+Daud%22">Mahande, Ridwan Daud</searchLink><i> ridwandm@unm.ac.id</i><br /><searchLink fieldCode="AR" term="%22Setialaksana%2C+Wirawan%22">Setialaksana, Wirawan</searchLink><i> wirawans@unm.ac.id</i>
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  Data: <searchLink fieldCode="JN" term="%22Higher+Education%2C+Skills+%26+Work-based+Learning%22">Higher Education, Skills & Work-based Learning</searchLink>. 2025, Vol. 15 Issue 4, p775-791. 17p.
– Name: Subject
  Label: Subject Terms
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  Data: *<searchLink fieldCode="DE" term="%22Employability%22">Employability</searchLink><br />*<searchLink fieldCode="DE" term="%22Cooperative+education%22">Cooperative education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aims to explore how autonomy, competence and relatedness impact work-based learning (WBL) motivation and engagement, contributing to enhanced employability skills. Additionally, it examines whether there are significant differences in these effects between students from STEM and social humanities. Design/methodology/approach: This study employed a correlational design with 284 undergraduate students, collecting cross-sectional data through validated surveys on autonomy, competence, relatedness, WBL and employability skills. The analysis utilized structural equation modeling partial least squares (SEM-PLS) and partial least squares-multi-group analysis (PLS-MGA) to explore WBL's mediating role in the relationship between SDT components and employability skills, with comparisons across different academic faculties. Findings: The results show that autonomy, competence and relatedness significantly enhance students' employability skills through WBL. WBL serves as a mediator that strengthens student motivation and engagement, with notable differences in the effects between STEM and social humanities students. Practical implications: Higher education institutions should integrate SDT principles autonomy, competence and relatedness into WBL programs to enhance employability skills. Moreover, these programs should be tailored to accommodate the distinct needs of students from various academic backgrounds, such as STEM and social humanities. Originality/value: This study establishes a novel connection between self-determination theory (SDT) and the development of employability skills through WBL. It provides new insights into the mediating role of WBL in the relationship between SDT components and employability, highlighting the differential impacts across academic disciplines, particularly between STEM and social-humanities students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Higher Education, Skills & Work-based Learning is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1108/HESWBL-08-2024-0245
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        Text: English
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      – SubjectFull: STEM education
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              Text: 2025
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