University of Twente Student Theses

Differences Between First-Generation Students and Continuous-Generation Students in the Transition into Work : A Diary Study Evaluating the Role of Confidence and Negative Experiences During Their Internship

Kisker, Piet Bastian (2024) Differences Between First-Generation Students and Continuous-Generation Students in the Transition into Work : A Diary Study Evaluating the Role of Confidence and Negative Experiences During Their Internship.

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Abstract:	First-Generation Students (FGS) are people without parents who attained a degree in tertiary education, whereas parents of Continuous-Generation Students (CGS) have a degree of higher education. Previous research has shown that the two groups experience their university life differently resulting from cultural mismatches, which result in more significant challenges for FGS. This harms their confidence levels and leads to an increase in negative experiences during university. The current study examined whether these inequalities persist when transitioning into work life. The study asked psychology students aged 19 to 38 to report their first work experiences during a compulsory clinical internship. They described a meaningful experience during their internship once a week, rated to what extent the experience was negative or positive, and how confident they felt during the week on a scale from 0-100. A theoretical mediation model was proposed to investigate whether the relation between generational status (FGS vs. CGS) and confidence was mediated by stability and level of negative experiences. Further, two Linear Mixed Models (LMM) were created to test whether negative experiences have a linear effect on confidence levels and vice versa to test whether a reciprocal effect exists. Contrary to previous research, there was no difference between FGS and CGS confidence and level and stability of negative experiences. The LMMs showed significant effects over time. Meaning a potential vicious cycle was detected. This means low confidence levels lead to more negative experiences, negatively affecting confidence levels. The results show the differences during university that make up for the inequalities of FGS and CGS, were absent during their internship. Further, negative experiences and confidence played an impactful role for both groups. The results indicate all students need the same support during their transition into work-life. Further research should aim to identify factors that influence workplace transition and why the gap between FGS and CGS lessens after university.
Item Type:	Essay (Master)
Faculty:	BMS: Behavioural, Management and Social Sciences
Subject:	77 psychology
Programme:	Psychology MSc (66604)
Link to this item:	https://purl.utwente.nl/essays/103092
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