Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

Clements, Andrew James; Kamau, Caroline

dc.contributor.author	Clements, Andrew James	en
dc.contributor.author	Kamau, Caroline	en
dc.date.accessioned	2017-05-16T12:50:56Z
dc.date.available	2017-05-16T12:50:56Z
dc.date.issued	2017-05-16
dc.identifier.citation	Clements AJ, Kamau C (2017) 'Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model', Studies in Higher Education, 43 (12), pp.2279-2293.	en
dc.identifier.issn	0307-5079
dc.identifier.doi	10.1080/03075079.2017.1326022
dc.identifier.uri	http://hdl.handle.net/10547/622095
dc.description.abstract	The graduate labour market is highly competitive but little is known about why students vary in their development of employability. This study contributes to the literature by applying goal-setting theory and the job demands–resources model to investigate how motivational processes influence students’ proactive career behaviours. We tested four hypotheses using structural equation modelling and moderation/mediation analysis using a nested model approach; 432 undergraduates from 21 UK universities participated in this cross-sectional study. The results showed that students higher in mastery approach had greater perceived employability mediated by two proactive career behaviours (skill development and network building). Students’ career goal commitment was associated with all four proactive career behaviours (career planning, skill development, career consultation and network building). Students’ academic and employment workloads did not negatively impact their proactive career behaviours. University tutors and career services should therefore encourage students to set challenging career goals that reflect mastery approach.
dc.language.iso	en	en
dc.publisher	Routledge	en
dc.relation.url	http://www.tandfonline.com/doi/full/10.1080/03075079.2017.1326022	en
dc.rights	Green - can archive pre-print and post-print or publisher's version/PDF
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	career behaviours	en
dc.subject	employability	en
dc.subject	goal-setting	en
dc.subject	motivation	en
dc.subject	self-regulation	en
dc.subject	C811 Occupational Psychology	en
dc.title	Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model	en
dc.type	Article	en
dc.identifier.journal	Studies in Higher Education	en
dc.date.updated	2017-05-16T12:47:45Z
html.description.abstract	The graduate labour market is highly competitive but little is known about why students vary in their development of employability. This study contributes to the literature by applying goal-setting theory and the job demands–resources model to investigate how motivational processes influence students’ proactive career behaviours. We tested four hypotheses using structural equation modelling and moderation/mediation analysis using a nested model approach; 432 undergraduates from 21 UK universities participated in this cross-sectional study. The results showed that students higher in mastery approach had greater perceived employability mediated by two proactive career behaviours (skill development and network building). Students’ career goal commitment was associated with all four proactive career behaviours (career planning, skill development, career consultation and network building). Students’ academic and employment workloads did not negatively impact their proactive career behaviours. University tutors and career services should therefore encourage students to set challenging career goals that reflect mastery approach.