Exploring Relationships Between Experiential Learning and Professional Identity: The Role of Motivational Types

ABSTRACT Experiential education is considered a means to foster professional identity. However, much is unknown about the relationship between distinct elements of experiential education and professional identity development, and whether academic motivation plays a role in this relationship. The present study explores associations between perceptions of experiential education elements (i.e., authentic learning environment, active learning, relevance of learning activities, utility of learning activities) and professional identity and whether academic motivation plays a mediating role. Data from a questionnaire administered among 284 Dutch first year law bachelor students were analysed through structural equation modelling. The results show that the perceived authenticity of the learning environment is negatively associated with professional identity, whereas active learning, relevance of learning activities and the perceived usefulness of learning activities are (indirectly) positively related to professional identity. Finally, academic motivation mediates some of these relations. These findings underline that different elements of experiential learning relate differently to professional identity, and that academic motivation types partially explain those relationships. Our study suggests that fostering professional identity development requires a combination of various experiential learning activities.