University of Twente Student Theses
Evolving State Self-Confidence : A Weekly Experience Sampling Study of First- and Continuous Generation Students’ Experiences During Their Internship
Weernink, L.E.M. (2025) Evolving State Self-Confidence : A Weekly Experience Sampling Study of First- and Continuous Generation Students’ Experiences During Their Internship.
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| Abstract: | A pivotal phase in a student’s educational journey is the start of their internship. Navigating life transitions like internships requires self-confidence, defined as an individual’s belief in one’s capacity to meet challenges or accomplish goals (Fillery-travis et al., 2006). This transition from academic learning to practical application is frequently experienced differently by First-Generation Students (FGS) and Continuous Generation Students (CGS). FGS are the first in their family to attend tertiary education, whereas CGS have at least one parent with a tertiary degree (Billett, 2014). While studies frequently make general comparisons between FGS and CGS, they rarely delve into the dynamic and situation-specific growth of state self-confidence during internships. This study addresses this gap by exploring how internship experiences shape students’ state self-confidence over time using an Experience Sampling Method (ESM). A baseline questionnaire and weekly questionnaires were used to collect data from 86 psychology students during their internship. No significant effects of internship experiences on state self-confidence a week later were found, but significant effects were found for such relationships within the same week. It was expected that generational status would impact the cross-lagged relationships between internship experiences and state self-confidence levels. This was not confirmed with the cross-lagged data analysis. Overall, it was expected that state self-confidence would stabilise over the duration of the internship. The quadratic model revealed great variations per week, but no significant stabilisation of state self-confidence from the start of the internship to the end of the internship. Future research is recommended to replicate this study while employing a longitudinal design with a larger, more diverse sample, and by conceptualising generational status as a nuanced, dimensional construct rather than a binary distinction. |
| 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/106407 |
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