Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: http://hdl.handle.net/10419/142435
Erscheinungsjahr: 
2014
Quellenangabe: 
[Journal:] International Journal for Research in Vocational Education and Training (IJRVET) [ISSN:] 2197-8646 [Volume:] 1 [Issue:] 1 [Publisher:] European Research Network in Vocational Education and Training (VETNET), European Educational Research Association [Place:] Bremen [Year:] 2014 [Pages:] 1-20
Verlag: 
European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, Bremen
Zusammenfassung: 
Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VETcompanies, provide  important support. We were interested in the different pathways from this support to apprentice’s career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.
Schlagwörter: 
School-to-work transition
special educational needs
learning difficulties
social support
vocational education and training
longitudinal study
Persistent Identifier der Erstveröffentlichung: 
Creative-Commons-Lizenz: 
cc-by-nc-nd Logo
Dokumentart: 
Article

Datei(en):
Datei
Größe
942.93 kB





Publikationen in EconStor sind urheberrechtlich geschützt.