ABSTRACT The present paper proposes a conceptual model in which both personal and perceived workplace-related factors affect vocational students’ workplace learning success in real workplace environments, with workplace learning success constituted by students’ professional learning and satisfaction. We empirically tested the proposed model in two survey datasets (N = 242 and N = 88) collected from Finnish final-year vocational students and their workplace instructors using structural equation modelling (SEM) based on partial least squares (PLS). The results show that supportive climate, interpersonal trust in the workplace, and students’ self-efficacy all have a significant and positive impact on vocational students’ subjective workplace learning success. The results differ based on whether the professional learning is evaluated subjectively by the student or objectively by the workplace instructor. We discuss the implications of the findings for theory and practice.

中文翻译：

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在实际工作环境中促进职业学生工作学习成功的因素

摘要本文提出了一个概念模型，其中个人因素和与工作场所相关的因素都影响着职业学生在真实工作场所环境中的工作场所学习成功，而工作场所学习成功则由学生的专业学习和满意度构成。我们使用基于偏最小二乘（PLS）的结构方程模型（SEM），在两个从芬兰最后一年的职业学生及其工作场所教师收集的调查数据集中（N = 242和N = 88）进行了实证测试。结果表明，支持性气氛，对工作场所的人际信任以及学生的自我效能感均对职业学生的主观工作场所学习成功产生重大而积极的影响。结果取决于专业学习是由学生主观评估还是由工作场所指导员客观评估。我们讨论了研究结果对理论和实践的启示。