Neuenschwander, Markus

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  • Vorschaubild
    Publikation
    Elterliche Zuwendung schützt vor Dropout
    (Schweizerische Gesellschaft für angewandte Berufsbildungsforschung, 04.07.2024) Hofmann, Jan; Neuenschwander, Markus; Ramseier, Lukas [in: Transfer, Berufsbildung in Forschung und Praxis]
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    Grouping nationalities based on students’ estimation of stereotype contents in Switzerland
    (Springer, 26.03.2024) Neuenschwander, Markus; Garrote, Ariana; Huttasch, Michelle [in: Journal of International Migration and Integration]
    Social stereotypes influence people’s perceptions of nationalities. To categorize the stereotypes about existing nationalities in Switzerland, the stereotype content model can be used. People with nationalities that are associated with low warmth and competence are at risk of being perceived as outgroup members and of being discriminated against, whereas people with nationalities that are rated as high in warmth and competence are more likely to be perceived as ingroup members and are therefore better accepted. Warmth is negatively associated with competition while competence is positively associated with status. Students (N = 101) from various universities in the German-speaking part of Switzerland rated 70 nationalities along the dimensions of warmth, competence, competition, and status. The cluster analyses revealed four groups of nationalities along the dimensions warmth and competence. Levels in status and competition differed between those four clusters. In line with prior research, a negative relationship was found between competition and warmth and a positive relationship between status and competence. These findings allow to understand social stereotypes of nationalities based on empirical evidence. More importantly, the clusters can be used in future studies to compare groups of people with different nationalities who have specific stereotyping experiences.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Lehrpersonen- und Elternurteile über sozial-emotionale Kompetenzen von Kindern mit Verhaltensauffälligkeiten
    (Springer, 2024) Neuenschwander, Markus; Rösti, Ilona; Prieth, Vanessa; Zavery, Alafia [in: Zeitschrift für Erziehungswissenschaft]
    Die Urteile über die sozial-emotionalen Kompetenzen von Kindern mit Verhaltensauffälligkeiten unterscheiden sich zwischen Eltern und Lehrpersonen. Die Ursachen für die Urteilsunterschiede wurden bisher wenig untersucht. Verschiedene Studien zeigen, dass die Urteile mit den Ergebnissen von standardisierten Entwicklungstests schwach korrelieren. Zusätzlich besteht ein Zusammenhang zwischen den sozial-emotionalen Kompetenzen der Kinder und der Lehrperson-Schüler:in-Beziehung bzw. der Empathie der Eltern. Es wird der Frage nachgegangen, wie übereinstimmend Eltern und Lehrpersonen die sozial-emotionalen Kompetenzen beurteilen und wie die Lehrperson-Schüler:in-Beziehung bzw. die Empathie der Eltern diese Urteilsunterschiede erklären. Ausgewertet wurden querschnittliche Fragebogendaten, welche die Einschätzungen von Eltern und Lehrpersonen zu N = 158 Kindern mit Verhaltensauffälligkeiten aus dem Kindergarten sowie der Grundschule enthielten. Alle Urteile der Lehrpersonen korrelierten mit den Ergebnissen des Entwicklungstests, während nur ein Teil der Urteile der Eltern damit zusammenhing. Moderierte Regressionsanalysen zeigen, dass Eltern die sozial-emotionalen Kompetenzen der Kinder mit Verhaltensauffälligkeiten höher einschätzten als Lehrpersonen. Mit einer besseren Lehrperson-Schüler:in-Beziehung näherten sich die Urteile von Eltern und Lehrpersonen an, mit einer höheren Empathie der Eltern wurden die Urteilsunterschiede grösser. Die Ergebnisse widerspiegeln die Wichtigkeit, die Beurteilung von sozial-emotionalen Kompetenzen in der Aus- und Weiterbildung von Lehrpersonen zu thematisieren.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • 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
    Verhaltensauffälligkeiten von Kindern begegnen
    (Aargauischer Lehrerinnen- und Lehrerverband (alv), 2024) Neuenschwander, Markus [in: Schulblatt Aargau/Solothurn]
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions
    (Elsevier, 2024) Mok, Sog Yee; Lockl, Kathrin; Neuenschwander, Markus [in: Learning and Individual Differences]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Ich sehe grossen Handlungsbedarf. Ein Gespräch über Chancen und Gerechtigkeit um Schweizer Bildungssystem
    (Basel-Stadt, Erziehungsdepartement, 2024) Neuenschwander, Markus [in: Basler Schulblatt]
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    The decline in mastery goal orientation and person-environment fit and the preventive effect of classroom community: Examining transitions using latent growth curve modelling
    (Eurasian Society of Educational Research, 2024) Ramseier, Lukas; Neuenschwander, Markus [in: European Journal of Educational Research]
    Students’ mastery goal orientation tends to decline over the course of compulsory school, especially after the transition to lower secondary school. According to stage-environment fit theory, secondary school is less accommodating to students' needs, interests, and abilities than primary school. In consequence, the perceived person-environment fit declines as well. It is assumed that a strong sense of classroom community in primary school can counteract a potential decline in both of these important individual aspects. Using data from the Swiss longitudinal research project WiSel (“Wirkungen der Selektion”; “Effects of Tracking”), we conducted a latent growth curve model (LGCM) to examine the correlation between the development of students' mastery goal orientation and the development of their person-environment fit during the transition from primary school to lower secondary school. Perceived classroom community was assumed to benefit from these developments. The results show that both mastery goal orientation and person-environment fit decrease during the transition to lower secondary school. A strong sense of classroom community in fifth grade leads to a smaller decline in both constructs. Implications for educational practice are discussed.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Changing occupations or changing companies - predictors of different types of premature contract terminations in dual vocational education and training programs
    (Springer, 04.10.2023) Findeisen, Stefanie; Ramseier, Lukas; Neuenschwander, Markus [in: Vocations and Learning]
    In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals’ intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees’ socialization and performance indicators. Third, we examine to what extent trainees’ decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals’ training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program (1) to those who changed occupations (N = 417) and (2) to those who changed training companies. The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees’ self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees’ intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees’ intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies’ socialization tactics and positively affected by adolescents’ pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make.
    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