Career Decision, Work Adjustment, and Person–Job Fit of Adolescents: Moderating Effects of Parental Support

Neuenschwander, Markus; Hofmann, Jan

doi:10.1177/0894845321995960

Cited by 22 publications

(27 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…and intention to quit (Saks & Ashforth, 1997, 2002. Perceived person-vocation fit mediates the effect of career planning on these outcome measures (see also Neuenschwander & Hofmann, 2021). Moreover, for a sample of industrial clerks and technical trainees, Volodina et al (2015) find that certain dimensions of vocational interests (assessed by the RIASEC model of Holland, 1997) significantly affect trainees' satisfaction as well as their intention to terminate their training contract prematurely.…”

Section: Work Adjustmentmentioning

confidence: 92%

“…In Switzerland, which is the focus of our study, the VET system includes both dual vocational programs (company-based practical education combined with theoretical education in vocational schools) and full-time school programs (for a detailed description of the different tracks of (vocational) education in Switzerland see e.g. Jüttler, Schumann, Neuenschwander & Hofmann, 2021). Approximately two-thirds of Swiss adolescents attend a form of vocational education after compulsory school; 80% of adolescents in the vocational track choose a dual training program (SCCRE, 2018).…”

Section: Transition From School To Vocational Educationmentioning

confidence: 99%

See 1 more Smart Citation

Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland

Findeisen

Jüttler

Neuenschwander

et al. 2022

Vocations and Learning

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Work Adjustmentmentioning

confidence: 92%

Section: Transition From School To Vocational Educationmentioning

confidence: 99%

Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland

Findeisen

Jüttler

Neuenschwander

et al. 2022

Vocations and Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…Weil die betriebliche Ausbildung den grössten Zeitanteil der Ausbildung erhält (Stalder & Nägele, 2011), wird der Fokus auf die betriebliche Ausbildung gelegt. Die inhaltsbezogenen Sozialisationstaktiken der Betriebe zählen zu den besonders wichtigen proximalen Kontexteinflüssen (Neuenschwander & Hofmann, 2021). Wenn die eintretenden Lernenden V a r i a gemäss diesen Strategien in die neuen Abläufe und in das Team eingeführt werden, wenn sie bei der Arbeit konkret angeleitet werden und strukturierte Vorgänge vorfinden, so haben sie mehr arbeitsbezogenes Wissen, welches das Sammeln von Erfolgserlebnissen wahrscheinlicher macht und die berufliche Selbstwirksamkeit der Lernenden stärkt.…”

Section: Theoretischer Ansatz Und Forschungsstandunclassified

“…Neben den betrieblichen Sozialisationstaktiken beeinflussen Ergebnisse der Berufswahl wie das Vorwissen über den Lehrbetrieb und die berufliche Selbstwirksamkeit vor Lehrbeginn kognitive Mikroprozesse der betrieblichen Anpassung von Jugendlichen (Neuenschwander & Hofmann, 2021). Die berufliche Selbstwirksamkeit und das Vorwissen über den Lehrbetrieb beeinflussen das zielgerichtete Handeln von Lernenden im Lehrbetrieb, was sich in der beruflichen Selbstwirksamkeit nach dem Übergang zeigt.…”

Section: Schlussfolgerungenunclassified

See 1 more Smart Citation

Effekte schulischer Berufswahlaktivitäten auf die berufliche Selbstwirksamkeit von Jugendlichen beim Übergang in die berufliche Grundbildung

Neuenschwander¹,

Hofmann²

2021

SJER

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences

Neuenschwander,

Ramseier,

Hofmann

2024

Journal of Adolescence

Self Cite

View full text Add to dashboard Cite

IntroductionThe 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.MethodWe calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in T1 = 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 T1 = 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.ResultsSelf‐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.ConclusionWe discuss strategies to enhance adolescents' efforts in upper secondary education.

show abstract

Career Decision, Work Adjustment, and Person–Job Fit of Adolescents: Moderating Effects of Parental Support

Cited by 22 publications

References 39 publications

Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland

Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland

Effekte schulischer Berufswahlaktivitäten auf die berufliche Selbstwirksamkeit von Jugendlichen beim Übergang in die berufliche Grundbildung

Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences

Contact Info

Product

Resources

About