Linking Soft and Hard Skills to Career Attitudes: The Mediating Role of Self-Esteem in Experiential Learning Programs
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| Title: | Linking Soft and Hard Skills to Career Attitudes: The Mediating Role of Self-Esteem in Experiential Learning Programs |
|---|---|
| Language: | English |
| Authors: | Roy Hendrawan (ORCID |
| Source: | Higher Education, Skills and Work-based Learning. 2025 15(6):1263-1281. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Student Attitudes, Work Attitudes, Self Esteem, Experiential Learning, Developing Nations, Internship Programs, Skill Development, Program Attitudes, Soft Skills |
| Geographic Terms: | Indonesia |
| DOI: | 10.1108/HESWBL-11-2024-0358 |
| ISSN: | 2042-3896 |
| Abstract: | Purpose: Although experiential learning (EL) is well studied, limited research examines how skill acquisition interacts with psychological mechanisms -- such as self-esteem -- to shape career attitudes, particularly in large-scale, government-backed programs in the Global South. This study investigates how EL participation develops soft and hard skills and how these skills influence career attitudes through self-esteem. Design/methodology/approach: Guided by the experiential learning and attribution theories, this quantitative cross-sectional study analyzed survey data from 18,505 Indonesian university students participating in the Magang dan Studi Independen Bersertifikat (MSIB) program, a nationwide certified internship and independent study initiative. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). Findings: EL participation significantly enhanced both soft and hard skills. These skills positively influenced students' career attitudes, with self-esteem partially mediating this relationship. Research limitations/implications: Incorporating self-esteem into EL models offers more profound insight into the psychological processes that translate skills into career-oriented mindsets in underrepresented contexts. Practical implications: Embedding project-based learning, sustained industry engagement and inclusive access to EL programs can strengthen graduates' technical and interpersonal skills, boost self-confidence and enhance competitiveness in dynamic labor markets. Originality/value: This study proposes a novel integrated framework linking skill acquisition and self-esteem to predict career attitudes -- an approach largely absent in prior EL research. While most studies focus on the Global North, this work provides rare, large-scale empirical evidence from the Global South, where institutionalized EL opportunities remain limited. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491698 |
| Database: | ERIC |
| Abstract: | Purpose: Although experiential learning (EL) is well studied, limited research examines how skill acquisition interacts with psychological mechanisms -- such as self-esteem -- to shape career attitudes, particularly in large-scale, government-backed programs in the Global South. This study investigates how EL participation develops soft and hard skills and how these skills influence career attitudes through self-esteem. Design/methodology/approach: Guided by the experiential learning and attribution theories, this quantitative cross-sectional study analyzed survey data from 18,505 Indonesian university students participating in the Magang dan Studi Independen Bersertifikat (MSIB) program, a nationwide certified internship and independent study initiative. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). Findings: EL participation significantly enhanced both soft and hard skills. These skills positively influenced students' career attitudes, with self-esteem partially mediating this relationship. Research limitations/implications: Incorporating self-esteem into EL models offers more profound insight into the psychological processes that translate skills into career-oriented mindsets in underrepresented contexts. Practical implications: Embedding project-based learning, sustained industry engagement and inclusive access to EL programs can strengthen graduates' technical and interpersonal skills, boost self-confidence and enhance competitiveness in dynamic labor markets. Originality/value: This study proposes a novel integrated framework linking skill acquisition and self-esteem to predict career attitudes -- an approach largely absent in prior EL research. While most studies focus on the Global North, this work provides rare, large-scale empirical evidence from the Global South, where institutionalized EL opportunities remain limited. |
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| ISSN: | 2042-3896 |
| DOI: | 10.1108/HESWBL-11-2024-0358 |
