The Relationship Between the Degree of Meeting Professional Practice Expectations and Career Motivation Among University Students Receiving Vocational Courses and Internships
DOI:
https://doi.org/10.63556/tisej.2026.1742Keywords:
Vocational practice, Internship experience, Career motivation, Professional expectations, University studentsAbstract
Purpose: This study aims to examine the relationship between the degree to which professional practice expectations are met and career motivation and its sub-dimensions among undergraduate students taking vocational courses and internships.
Method: A cross-sectional quantitative study was conducted with 299 university students attending state and private universities in the Anatolian side of Istanbul who were engaged in internships. The Professional Practice Expectations Satisfaction Scale and the Career Motivation Scale were used. Data were analysed using t-tests, ANOVA, Kruskal-Wallis H, Pearson/Spearman correlation, and simple linear regression analyses.
Results: The type of internship institution (F=3.583; p=0.029) and the person who arranged the internship (H=7.427; p=0.024) were significantly associated with differences in the degree of meeting professional practice expectations. The degree of meeting expectations was positively and significantly associated with, and a significant predictor of, career motivation (β=0.464; p<0.001), career insight (β=0.431; p<0.001), career resilience (β=0.435; p<0.001), and career identity (β=0.434; p<0.001). No significant differences were found for gender or university type; educational status was not included in comparative analyses due to group imbalance (only n=4 second-shift students).
Conclusion: The degree to which professional practice expectations are met is positively and significantly associated with, and a predictor of, career motivation. Enhancing internship quality, supporting individual placement preferences, and expanding institutional diversity are recommended.
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