Initial training as predictor of students’ motivation and practical skill engagement: Mediating impact of learning self-efficacy

Abstract

In a rapidly evolving technology and skill-based economy, the development and engagement in practical skills and motivation among electronic technology education students is key to their career readiness and employability. Thus, this study investigated the relationship between initial training experiences and electronic technology education students' motivation and engagement in practical skill learning. The study employed cross-section and correlational survey method to elicit data from 177 sample of electronic technology education students through structured questionnaires. Path analysis and mediation analysis were used for the data analysis. Results showed that initial training experiences positively and significantly predicted motivation, and students' engagement in practical skill learning. Learning self-efficacy was found to mediate the relationship between initial training experiences and motivation. These findings emphasise the importance of well-designed initial training to enhance students' motivation and engagement in practical skill development. Thus, this study makes significant contribution to extant literatures.