کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
352613 618604 2015 10 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The academic value of internships: Benefits across disciplines and student backgrounds
ترجمه فارسی عنوان
ارزش علمی کارآموزی: مزایای آن در رشته ها و زمینه های دانشجویی
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• Effect sizes for student internships on subsequent academic performance are estimated.
• Estimates control for prior performance, gender and ethnicity and include several student cohorts.
• Positive effects are found across a large number of subjects and disciplines.
• Independent of student characteristics chances for top class degrees are doubled with an internship.

While student benefits from internship experience have been frequently documented in research, the emphasis has been on internship effects on employment and career indicators. This work is concerned with effects on academic outcomes and focuses on the robustness of such effects across academic disciplines as well as for different achievement levels of students, student gender, and ethnicity. We present findings from a longitudinal sample (n > 15,000) that covers an extensive range of subjects and disciplines for large undergraduate cohorts. Main effects and interactions for student background characteristics were investigated showing stable academic benefits for advantaged and disadvantaged students. Further, using ordinal logistic multi-level modelling, we explored the impact on the probability of attaining a higher degree classification for different student scenarios, thus illustrating the practical significance of these internship effects. Effects are less likely to stem from maturation or self-selection. Findings are therefore discussed against a background of motivational approaches suitable to integrate both direct and indirect paths from internship experience to academic outcomes to career indicators.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 41, April 2015, Pages 73–82
نویسندگان
, , , ,