Passung zum Beruf und die Wahl einer Aus- oder Weiterbildung

Nägele, Christof; Frey, Simone; Neuenschwander, Markus

doi:10.1007/978-3-658-16981-7_10

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…According to Kristof-Brown et al (2005), person-environment fit can be assessed in three different ways: objectively (by a neutral comparison of the learning environment with the individual's characteristics), subjectively (by asking the individual about their characteristics and the aspects of the learning environment), or in terms of perceived personenvironment fit (by asking the individual how well they perceive the learning environment to fit their abilities, needs, and interests). Perceived person-environment fit seems to be especially crucial in explaining motivational beliefs: Nägele et al (2017) found that while adolescents' perceived person-environment fit significantly predicted their satisfaction in upper secondary school, objective indicators of their interests and the contents of their education did so to a lesser extent. In the present study, perceived person-environment fit will be in the focus.…”

Section: Decline Of Person-environment Fit During Compulsory Schoolmentioning

confidence: 99%

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

Ramseier,

Neuenschwander

2024

EUROPEAN J ED RES

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<p style="text-align:justify">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.</p>

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Section: Decline Of Person-environment Fit During Compulsory Schoolmentioning

confidence: 99%

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

Ramseier,

Neuenschwander

2024

EUROPEAN J ED RES

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“…Depending on the model, a "successful transition" is measured differently, for example, in terms of the time it takes to find an apprenticeship, satisfaction, and working conditions such as job security or wages (Nilsson, 2019). Satisfaction with the job also depends on how well the job is perceived to fit the person's characteristics (such as personality, interests, and skills) (Eccles and Roesner, 2009;Nägele et al, 2017). Masdonati's (2010) model highlights the importance of socioeconomic factors that directly influence transition success: these include socioeconomic status, gender, migration, and family background.…”

Section: Predictors Of Success In the School-to-work Transitionmentioning

confidence: 99%

Empower Peers 4 Careers: Positive Peer Culture to Prepare Adolescents’ Career Choices

2022

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For youth with special needs, where cognitive difficulties, behavioral and psychosocial issues are more common, career choice is particularly challenging. The Positive Peer Culture (PPC) approach uses the resource of peer support to systematically build social–emotional competence. Important key elements are that adolescents feel safe to share their own problems and challenges with others, to overcome difficulties and challenges, to take responsibility for their lives, and to help each other. The Empower Peers 4 Careers Project aims to apply the PPC approach to the context of career choice to promote the development of important competences for the transition from school to work. The pedagogical background of the PPC approach in the setting of career choice, as well as the required learning environments for the peers are presented. The peer group meetings are organized following a defined process through which learning forms social–emotional competence, as well as the class climate can be strengthened. In addition, the role of the moderators of the peer groups – such as class teachers or special education teachers – is examined in more detail and the concept is presented of how they are trained on topics such as resilience promotion and strengths orientation in the context of career choice preparation. The project “Empower Peers 4 Careers” will be cientifically monitored over 2 years using a quasi-experimental control group design, which includes quantitative and qualitative methods. A total of 15 classes of the 8th grade (age group: 14-year-olds) of regular and special schools as well as 10 classes as control classes are participating. The results of the evaluation will not be available until 2023. The article presents the concept with the long-term goals, the implementation and didactics, as well as the hypotheses and the procedure for the evaluation.

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Changing Occupations or Changing Companies—Predictors of Different Types of Premature Contract Terminations in Dual Vocational Education and Training Programs

Findeisen,

Ramseier,

Neuenschwander

2023

Vocations and Learning

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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 (N = 378). 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.

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Passung zum Beruf und die Wahl einer Aus- oder Weiterbildung

Cited by 3 publications

References 22 publications

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

Empower Peers 4 Careers: Positive Peer Culture to Prepare Adolescents’ Career Choices

Changing Occupations or Changing Companies—Predictors of Different Types of Premature Contract Terminations in Dual Vocational Education and Training Programs

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