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| Үндсэн зохиолчид: | , , , |
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| Формат: | Recurso digital |
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Zenodo
2026
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| Нөхцлүүд: | |
| Онлайн хандалт: | https://doi.org/10.5281/zenodo.18268997 |
| Шошгууд: |
Шошго нэмэх
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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Агуулга:
- <p><strong>Background:</strong> Young people from low-income backgrounds often face barriers to work and learning, which - when combined with narratives about the impacts of automation and artificial intelligence (AI) on the labour market - may contribute to feelings of uncertainty about their future of work. Building on self-determination theory (SDT), this research focuses on intrinsic motivation (doing things because they are enjoyable) and internal motivation (doing things because they fit one’s values and identity) as foundations for good work and career development.</p> <p><strong>Aims: </strong>This working paper reports early findings from a brief, theory-based intervention designed to strengthen optimism, motivation and perceived human-centric skills among young people taking part in EY Foundation employability skills and work experience programmes.<strong> </strong></p> <p><strong>Sample: </strong>Participants were sixth-form and college students from low-income backgrounds enrolled on EY Foundation’s Smart Futures employability skills and work experience programmes (N = 107). Seventy-six young people received the intervention and 31 formed a comparison group based on convenience sampling.</p> <p><strong>Methods: </strong>We delivered, via a ‘train-the-trainer’ model, a 60-minute three-part session within the programme. The intervention combined: (1) a short growth mindset segment, (2) a motivation mapping exercise linking activities that participants enjoy to possible work and learning routes, and (3) a structured values reflection task. Using a post-programme survey with retrospective self-ratings, we compared retrospective self-assessed change between the intervention and comparison groups, and analysed qualitative reflections from 45 participants.</p> <p><strong>Results: </strong>Participants in the intervention group reported up to 35% larger average self-assessed improvements across motivation-related items than the comparison group, though these differences were not statistically significant. Statistically significant differences were observed in professional communication skills through four measures: talking to new people, teamwork, sharing ideas in a business environment, and interview technique. Written reflections were largely positive, describing gains in confidence, clearer priorities, and a stronger sense that meaningful work could be attainable. However, the small, non-randomised sample and reliance on self-reporting mean the findings should be treated as provisional.</p> <p><strong>Discussion: </strong>Short, structured, reflective sessions of this kind could be a feasible and accepted addition to careers and employability programmes for young people from low-income backgrounds, and merit testing at greater scale through rigorous experimental designs within statutory careers education.</p> <p><strong>Keywords:</strong> Intrinsic motivation, school-to-work transitions, careers education, capabilities, multi-part intervention trial</p>