Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland
Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
24.01.2022
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Vocations & Learning
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
Springer
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Vocational education and training (VET) programs are typically regarded as the
means to enable successful school-to-work transitions. However, high rates of premature
contract terminations in VET programs suggest that adolescents face difficulties
during this transition. This paper aims to examine the determinants of persistence
intention, claiming that persistence intention is a crucial indicator of imminent
dropout decisions. The analysis is based on a longitudinal data set of trainees in
dual VET programs in Switzerland (n = 1,163) containing two measurement points
(before and after the transition from school to VET). Drawing on Social Cognitive
Career Theory (Lent & Brown, 2008, 2013), we are interested in the effects of work
adjustment indicators, selected characteristics of the vocational choice process, and
environmental support before and after the transition on trainees’ persistence intention.
We use structural equation modeling to analyze both direct and indirect effects
of different predictor variables on persistence intention. The results show significantly
positive effects of both occupational self-efficacy and perceived person-vocation
fit during the training program on trainees’ persistence intention. Moreover,
there are only indirect effects of anticipated person-vocation fit and occupational
self-efficacy at the end of compulsory education. Trainees’ relationship with the
trainer also has an indirect effect on persistence intention. Social integration in the
workplace is both directly and indirectly linked to persistence intention. Overall, the
model explains 48% of the variance in persistence intention. Implications for VET
programs and future research are discussed.
Schlagwörter
Vocational education, Persistence intention
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1874-7868
1874-785X
1874-785X
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Gold
Lizenz
Zitation
NEUENSCHWANDER, Markus, Andreas JÜTTLER, Stefanie FINDEISEN und Stephan SCHUMANN, 2022. Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland. Vocations & Learning. 24 Januar 2022. DOI 10.1007/s12186-021-09282-4. Verfügbar unter: https://doi.org/10.26041/fhnw-4100