Hofmann, Jan

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Hofmann, Jan

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Typ: 01A - Beitrag in wissenschaftlicher Zeitschrift ×

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  • Vorschaubild
    Publikation
    Adolescents' effort in vocational education and training and upper secondary general education. Analyses of stability, determinants, and group differences
    (Wiley, 01/2024) Neuenschwander, Markus; Ramseier, Lukas; Hofmann, Jan [in: Journal of Adolescence]
    The effort adolescents make determines the risk for dropping out of vocational education and training (VET) early and their chances of graduating upper secondary education. Studies have shown that adolescents' efforts decrease during the transition to upper secondary general education and increases for the transition to VET. In this study, we examined adolescent self‐efficacy in lower secondary education, adolescent‐instructor relationship (AIR) in VET and general education, and perceived person–environment fit (PEF) as predictors of adolescent effort. We calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in = 15.7 years; female: 44%) lower secondary education graduates who moved on to VET with two learning contexts, company and vocational school in Switzerland. Group 2 included 517 (mean age in = 15.7 years; female: 44%) lower secondary education graduates who moved on to upper secondary general education and thus stayed in a school. Adolescents' survey data was collected in 2016 and 2017. Self‐efficacy in lower secondary education and AIR in upper secondary education indirectly predicted effort in upper secondary education via PEF, controlling for effort in lower secondary education. Findings were similar for general education and vocational school. However, the effects differed between company and general education (moderation). The positive effect of AIR on PEF was statistically significantly weaker for adolescents in general education than for adolescents in VET and their company learning context. We discuss strategies to enhance adolescents' efforts in upper secondary education.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Nach den Berufswahlpraktika ist vor der Wahl des Ausbildungsberufs. Vorhersage des Entscheids für die Weiterverfolgung eines Praktikumberufs im Berufswahlprozess
    (Springer, 08.08.2023) Hofmann, Jan; Neuenschwander, Markus [in: Zeitschrift für Erziehungswissenschaft]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Die Rolle schulfachspezifischer Fähigkeitsselbstkonzepte für die Wahl handwerklich-technischer Praktika- und Ausbildungsberufe.
    (Universität Stuttgart, Institut für Erziehungswissenschaft, 2022) Neuenschwander, Markus; Hofmann, Jan [in: Journal of Technical Education]
    Diese Studie untersucht, inwiefern (a) Fähigkeitsselbstkonzepte (FSK) weiblicher Jugendlicher in Deutsch und Mathematik das Ausmaß handwerklich-technischer An-forderungen in Ausbildungsberufen vorhersagen und (b) die Wahl von Praktikaberufen diesen Einfluss mediiert. Mit Daten von 526 weiblichen und 677 männlichen Jugendlichen im 7. und 9. Schuljahr wurde ein Strukturgleichungsmodell mit Gruppenvergleich nach Geschlecht gerechnet. Insgesamt zeigten sich keine signifikanten Geschlechterunterschiede. Das FSK der weiblichen Ju-gendlichen in Deutsch hatte keinen Einfluss auf das Ausmaß handwerklich-technischer Anforde-rungen der Ausbildungsberufe. Beim FSK in Mathematik gab es einen totalen Effekt bei gleich-zeitigem Fehlen eines direkten und indirekten Effekts. Die Ergebnisse werden diskutiert.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    The effect of pursuing a gender-nontraditional profession on young newcomers' occupational self-efficacy via frequency of evaluative feedback
    (Elsevier, 2022) Hofmann, Jan; Ramseier, Lukas; Neuenschwander, Markus [in: Journal of Vocational Behavior]
    We investigated the effect of young newcomers' pursuit of gender-nontraditional professions on their occupational self-efficacy after starting work via the perceived frequency of evaluative feedback from others in their companies. Our research model was based on social–cognitive career theory and tokenism theory. We surveyed a longitudinal sample of 1269 adolescents (female: 44 %) at the end of compulsory school (ninth grade in Switzerland) and at the end of their first year of work experience as young newcomers. A structural equation model with multigroup comparison by gender showed no gender differences. Young female and male newcomers' pursuit of gender-nontraditional apprenticeship professions significantly affected their occupational selfefficacy after 1 year of work experience, mediated by the perceived frequency of evaluative feedback they received from coworkers. We controlled for the effects of newcomers' preentry occupational self-efficacy and preentry expectations about work conditions, as well as the effect of conscientiousness on occupational self-efficacy after 1 year of work experience. We further controlled for the effect of young newcomers' conscientiousness on perceived frequency of evaluative feedback from others in their companies. Our findings clarify the crucial role of frequent evaluative feedback from coworkers for occupational self-efficacy among young newcomers in gender-nontraditional professions. The longitudinal effect of preentry occupational selfefficacy on occupational self-efficacy after starting work underlines the importance of young newcomers' job preparation.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Jugendliche und ihre Berufswahlpraktika: Determinanten des sozialen Status der gewählten Praktikaberufe
    (Springer, 05.11.2021) Hofmann, Jan; Neuenschwander, Markus [in: Zeitschrift für Erziehungswissenschaft]
    Dieser Beitrag untersucht die Determinanten des sozialen Status jener Berufe, welche Jugendliche in Berufswahlpraktika ausprobieren (Praktikaberufe).
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Teacher expectations and parental stress during emergency distance learning and their relationship to students’ perception
    (Frontiers Research Foundation, 17.09.2021) Garrote, Ariana; Niederbacher, Edith; Hofmann, Jan; Rösti, Ilona; Neuenschwander, Markus [in: Frontiers in Psychology]
    School closures in spring 2020 caused by the COVID-19 pandemic were an unprecedented and drastic event for students, parents, and teachers. The unplanned adaptation of classroom instruction to emergency distance learning was necessary to ensure continued education. In this new learning environment, teachers formed expectations for student academic achievement gains, which in turn affected the opportunities for students to learn. Parents faced new challenges in supporting their children’s learning. According to parenting stress models, such drastic events can be a stress factor for parents, which in turn affects their children’s adjustment. This study analyzed the extent to which parents and teachers affected the perceptions of students in compulsory school toward distance learning through processes at home (individual level) and at the class level with data from multiple informants. On an individual level, the relationship between parents’ perceived threat of COVID-19 and their stress due to distance learning and students’ perceived threat of COVID-19 and their perception of distance learning were examined. Students’ learning behavior was accounted for as a variable related to their perception of distance learning. At the class level, the explanatory character of teacher expectations and class-aggregated achievement gains were examined. Data on students in grades 4 to 8, parents, and teachers in Switzerland were collected with standardized online questionnaires after the period of school closures. A subsample of 539 students, 539 parents, and 83 teachers was analyzed. The results of multilevel structural equation modeling suggested that students had a more positive perception of distance learning if they were able to learn more autonomously (i.e., more motivated and concentrated than in regular classroom instruction) and if their parents felt less stressed in the distance learning setting. Parents were more stressed if they perceived COVID-19 as a threat. Students’ perception of the COVID-19 threat was related to their parents’ perception but did not explain students’ learning behavior. At the class level, if teachers expected high academic achievement gains in distance learning, the average academic achievement gains of a class were greater. The greater the achievement gains were, the more positive the collective student perception of distance learning was.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Career decision, work adjustment, and person–job fit of adolescents. Moderating effects of parental support
    (SAGE, 23.02.2021) Neuenschwander, Markus; Hofmann, Jan [in: Journal of Career Development]
    We applied the social cognitive model of work satisfaction to the transition from lower secondary education to work in Switzerland and combined career decision and adjustment to work. The model assumes that self-efficacy affects career decision outcomes and adjustment after transition to work. Self-efficacy interacts with parental support during career decision making. We tested the model using a longitudinal sample of 603 adolescents who filled out questionnaires in seventh grade, ninth grade, and 1 year after starting work. Structural equation models showed that parental supportweakens the effect of self-efficacy on anticipated person–job fit and expectations of work conditions (moderation). Expectations of work conditions and a company’s support help newcomers to attain a high perceived person–job fit. These findings have several implications on how to support adolescents’ school-to-work transition.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Die Geschlechtstypik von Praktikaberufen und die prädiktive Rolle der Berufswünsche, Fähigkeitsselbstkonzepte, Vorbilder und des Schulniveaus
    (01/2021) Neuenschwander, Markus; Hofmann, Jan [in: Zeitschrift für Berufs- und Wirtschaftspädagogik]
    Diese Studie beschäftigt sich mit der Geschlechtstypik (GT) von Praktikaberufen und prüft deren Determinanten und Rolle für die GT der Ausbildungsberufe. Eine Schweizer Längsschnittstichprobe mit 550 Jugendlichen wurde mittels bivariater Korrelationsanalysen und eines Strukturgleichungsmodells mit Gruppenvergleich nach Geschlecht untersucht. Die GT der Berufswünsche, fachspezifische Fähigkeitsselbstkonzepte sowie das Schulniveau hatten einen direkten Einfluss auf die GT der Praktikaberufe. Die GT der Berufe der beruflichen Vorbilder hatte über die GT der Berufswünsche einen indirekten Effekt auf die GT der Praktikaberufe. Die GT der Praktika- und der Ausbildungsberufe korrelierten positiv und hoch. Die Resultate geben Hinweise zur Erklärung der geschlechtstypischen ersten Berufswahl.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Effekte schulischer Berufswahlaktivitäten auf die berufliche Selbstwirksamkeit von Jugendlichen beim Übergang in die berufliche Grundbildung
    (Schweizerische Gesellschaft für Bildungsforschung, 2021) Neuenschwander, Markus; Hofmann, Jan [in: Schweizerische Zeitschrift für Bildungswissenschaften]
    Lehrpersonen können den Übergang in die berufliche Grundbildung von Jugendlichen im Rahmen von unterrichtsinternen Aktivitäten, unterrichtsexternen Aktivitäten und Coaching unterstützen. Ein Analysemodell wurde anhand einer Längsschnittstichprobe mit 1171 Jugendlichen überprüft (Befragung im 9. Schuljahr und im ersten Jahr der beruflichen Grundbildung). Ergebnisse von Strukturgleichungsmodellen zeigen, dass unterrichtsinterne Aktivitäten die berufliche Selbstwirksamkeit vor dem Übergang, das Vorwissen über den Lehrbetrieb und indirekt die berufliche Selbstwirksamkeit nach dem Übergang vorhersagen. Die Daten liefern Hinweise zu einem empirisch gestützten Modell der schulischen Unterstützung beim Übergang in die berufliche Grundbildung.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    General or Vocational Education? The Role of Vocational Interests in Educational Decisions at the End of Compulsory School in Switzerland
    (Springer, 2020) Jüttler, Andreas; Schumann, Stephan; Neuenschwander, Markus; Hofmann, Jan [in: Vocations & Learning]
    Many educational systems are characterized by segregation between a general and vocational educational track. When adolescents must decide on their postcompulsory education at the end of lower secondary school, the different programs are typically embedded in one of these two main tracks. Prior career choice theories postulate that vocational interests, as structured by the six-dimensional RIASEC model of Holland (1997), play a crucial role in educational and vocational transition processes. However, regarding the question of general versus vocational education, previous studies have mainly focused on the effects of social background. Therefore, this paper examines the impact of vocational interests on the choice of Baccalaureate School (BAC, general track), Vocational Education and Training (VET, vocational track) or the Federal Vocational Baccalaureate (FVB), a hybrid qualification that links elements of both tracks. The sample consists of N = 609 students at the end of lower secondary school in Switzerland. The results of multinomial logistic regression analyses show that all six dimensions of Holland’s interest model are significant predictors for the three postcompulsory tracks, even when controlling for school variables (e.g., grades) and variables of social background. While the realistic and social dimensions are positively interrelated with the choice of VET, the artistic, investigative and enterprising dimensions predict the choice of BAC. The conventional dimension is the only one positively linked to the choice of FVB. The results are discussed with special attention to segregation between more practical and more theoretical types of interests.
    01A - Beitrag in wissenschaftlicher Zeitschrift