PSYCHOLOGICAL AND EXPERIENTIAL LEARNING BEHAVIOR EFFECT ON INNOVATION SKILL OF STUDENTS IN WORK-BASED EDUCATION
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Abstract
The aims of this research were to examine a structural equation model of the causal factors of old psychological traits, situational psychological traits, and situational characteristics affecting innovation creating skill mediated through experiential learning behavior of students in work-based education system. The research sample consisted of 625 third-year students in work-based education system from 10 faculties of a private educational institution during the 2018 academic year, obtained by stratified random sampling. The sample size was determined based on the maximum likelihood estimation. The data collecting instrument was a questionnaire composing of six parts. Its content validity was verified by experts. Its internal consistency was acceptable as indicated by Cronbach alpha coefficients of .601 - .815. Its construct validity was also acceptable as indicated by the goodness-of-fit indices from confirmatory factor analysis with factor loading of .49 - .98. Data were analyzed with the use of structural equation modeling to test the structural relationship of variables by using the Mplus program. The results reveal that the adjusted structural equation model of the causal factors of old psychological traits, situational psychological traits, and situational characteristics affecting innovation creating skill mediated through experiential learning behavior of students in workbased education system is in accord with the empirical data ( x2 = 701.362, df = 322, p < .01, RMSEA [90% CI] = .046 [.042, .051], SRMR = .083, CFI =.940, TLI = .914 and Relative x2 = 2.178). It is also found that the variable that has the highest direct influence on experiential learning behavior of students in work-based education system is the imparting of knowledge from the instructors. The variable that has the highest direct influence on students’ innovation creating skill is the achievement motivation. On the other hand, the instructors’ imparting of knowledge on innovation creation has the highest indirect influence on students’ innovation creating skill. All causal factors can be combined to explain the variance of experiential learning behavior and innovation creating skill by 80 percent and 92 percent respectively.
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