Dropout from initial vocational training – A meta-synthesis of reasons from the apprentice's point of view

Böhn, Svenja; Deutscher, Viola

doi:10.1016/j.edurev.2021.100414

Cited by 38 publications

(31 citation statements)

References 22 publications

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“…Furthermore, explained variance in our models is rather low due to the limited set of control variables used. However, Böhn and Deutscher (2021) show by a systematic literature review that PCT is affected by 68 predictors. The NEPS dataset is in particular limited to training company information.…”

Section: Discussionmentioning

confidence: 99%

“…Figure 1 displays an adapted version of the 3-P model explaining output variables in VET ( Böhn and Deutscher, 2022 ; modified from Tynjälä, 2013 ). The model shows that PCT and training satisfaction (as the output variables that are examined in this study) are influenced by both input factors and process factors.…”

Section: Person-vocation Fitmentioning

confidence: 99%

“… 3-P model: Reasons for PCT and training satisfaction (adapted from Böhn and Deutscher, 2022 ; modified from Tynjälä, 2013 ). …”

Section: Person-vocation Fitmentioning

confidence: 99%

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Influence of Person-Vocation Fit on Satisfaction and Persistence in Vocational Training Programs

Michaelis

Findeisen

2022

Front. Psychol.

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Positive effects of person-environment fit on job satisfaction and persistence are well documented. However, little is known about the consequences of person-vocation (P-V) fit for vocational education and training (VET). Using data from the German National Educational Panel Study (NEPS), we examine the influence of selected P-V fit indicators (educational match, interest congruence, skill congruence) on training satisfaction and premature contract termination (PCT) for 4,097 trainees in VET. We find that most P-V incongruences do not lead to negative consequences. Training satisfaction is not affected by interest congruence and skill congruence. However, moderate overeducation (intermediately qualified adolescents working in occupations with high shares of low-qualified trainees) enhances training satisfaction. For PCT, there is a general effect of undereducation; undereducation increases the probability of PCT independent of educational qualification for the occupation. PCT is not affected by skill congruence and only for Realistic interests, congruence with the vocational environment reduces PCT probability.

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Section: Discussionmentioning

confidence: 99%

Section: Person-vocation Fitmentioning

confidence: 99%

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Influence of Person-Vocation Fit on Satisfaction and Persistence in Vocational Training Programs

Michaelis

Findeisen

2022

Front. Psychol.

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“…The statement of V. Kukharenko and V. Bondarenko is reasonably accurate in this regard, according to which, to ensure the optimal educational process, an effective pedagogical system of preparing the student for future activities is necessary, the core of which should be the achievement of the psychological maturity of the individual, the formation of the student's comprehensive readiness for personal and professional selffulfillment (Böhn & Deutscher, 2022;Olivos et al, 2016). The content, forms, methods, and functioning of the learning process should be subordinated to the general goal of forming the personality of the future specialist, taking into account his individual and typological features during training at higher educational institutions (Kukharenko & Bondarenko, 2020).…”

Section: Discussionmentioning

confidence: 99%

Formation of student professional skills under pandemic conditions

Kubitskyi

Pavelkiv

Yatsyk

et al. 2022

ijhs

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The study aims to analyze the process of developing students’ professional skills and characterizing the degree of formation of this type of skill in the educational process during a pandemic. Methodology. In the course of the research, data from international studies and scientific publications have been used, as well as the results of students’ and teachers’ surveys on their position and development of professional skills of students during pandemic constraints of the educational process. Results. Through the methods of questioning, the pros and cons of distance learning from the point of view of degree-seeking students have been revealed, which is important for the formation of a student-oriented model of higher education. Advantages of distance learning include as follows: a flexible learning schedule, compatibility of work and study, mastering additional skills, courses, hobbies, and increasing motivation for independent learning. Disadvantages of distance learning during a pandemic are as follows: technical problems, lack of Internet access, the difficulty of self-study, low level of information technology level proficiency among teachers and students. It has been determined that students and educators require additional support during the pandemic.

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“…The model illustrates that training success is a complex interplay of all these factors. However, research has shown that the learning context and training quality have a great impact on training (Böhn and Deutscher 2021a;2021b). In this study, we concentrated on a life course perspective of discontinuity in the training course and therefore on important learner factors that signal adolescents' capabilities to shape their educational and vocational trajectory in a responsible and self-directed way (Baethge et al 2006).…”

Section: Theoretical-conceptional Framework Of the Relevance Of Early...mentioning

confidence: 99%

Discontinuities in vocational education and training: the influence of early-risk factors and personality constructs on premature training termination and subsequent trajectories

Michaelis

Richter

2022

Empirical Res Voc Ed Train

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Background For adolescents, preventing a premature training termination (PTT) and withdrawal from education and training after a PTT is an important societal task. While studies reveal that early-risk factors such as a low educational background or selected personality constructs are relevant for predicting PTT, less is known about subsequent trajectories after a PTT and the factors that determine them. Methods Using data from the German National Educational Panel Study, we examine the influence of early-risk factors and personality constructs on the first PTT (n = 4892) in the training course using a binomial logistic regression model. In a second step, by using a sequence and cluster analysis we explore subsequent trajectory patterns within 24 months after PTT (n = 944) and analyze the influence of early-risk factors and personality constructs on subsequent trajectory clusters after PTT. Results We identify 7 different trajectory clusters, of which three clusters show risk-related trajectories (37.0%) with tendencies to withdraw from education and training. Furthermore, our analysis confirms the relevance of early-risk factors for predicting PTT as well as trajectories after PTT: a low educational qualification, graduation after more than the typical number of years, and low parental education increase the probability of discontinuities in adolescents’ educational and training paths. Additionally, it is important to consider the influence of personality traits on the subsequent trajectories: adolescents with strong openness tend to have continued school attendance after PTT, indicating a constructive career adaptation process, while adolescents with strong self-efficacy seem to assess their chances in the labor market as positive even without a vocational qualification. Conclusions The longitudinal perspective on the consequences of a first termination of a VET program revealed that educational trajectories after a PTT are highly heterogeneous indicating the need for different types of policy measures to minimize the incidence of PTT and withdrawing from education and training.

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Dropout from initial vocational training – A meta-synthesis of reasons from the apprentice's point of view

Cited by 38 publications

References 22 publications

Influence of Person-Vocation Fit on Satisfaction and Persistence in Vocational Training Programs

Influence of Person-Vocation Fit on Satisfaction and Persistence in Vocational Training Programs

Formation of student professional skills under pandemic conditions

Discontinuities in vocational education and training: the influence of early-risk factors and personality constructs on premature training termination and subsequent trajectories

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