Ramseier, Lukas
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Adolescents' effort in vocational education and training and upper secondary general education. Analyses of stability, determinants, and group differences
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.
The perceived training situation of dual VET apprentices during the coronavirus related shutdown in spring 2020
Vorhersage des Einstiegs in eine Tertiär-B-Ausbildung nach Abschluss einer EFZ-Lehre ohne Berufsmatura
Effekte der Klassengemeinschaft auf die Entwicklung von Lernzielorientierung und Passungswahrnehmung beim Übergang in die Sekundarstufe I
The decline in mastery goal orientation and person-environment fit and the preventive effect of classroom community: Examining transitions using latent growth curve modelling
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.