What is it about?
Many theories of employability use motivational explanations in their models. In this paper, with reference to specific evidence, we suggest why (task) Value and Confidence should be incorporated into models. We explain the implications for the development of curriculum, especially in higher education.
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Why is it important?
When individuals value an (employment-related) task highly AND have high confidence in completing that task e.g., learning statistics, then and ONLY then, will adaptive motivation e.g., engagement, occur. Just valuing or being confident is not enough. To date, we have not seen any models of employability that incorporate or test the interaction between confidence and task value. In terms of the curriculum, we need to foster pedagogy that taps both value and confidence.
Perspectives
This paper is an invitation to researchers in the Employability space to critique our claims and offer counterpoints and/or show how their models DO account for the interaction we suggest. An invitation is also offered to contact us to see if there are ways we can collaborate on future theoretical or empirical work.
Dr Richard Remedios
Nottingham Trent University
Read the Original
This page is a summary of: Employability and motivation: which motivational theories are most appropriate?, Higher Education Skills and Work-based Learning, July 2024, Emerald,
DOI: 10.1108/heswbl-03-2024-0067.
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