Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences
Introduction The 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 educat...
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| Veröffentlicht in: | Journal of adolescence (London, England.) England.), 2024-06, Vol.96 (4), p.720-731 |
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| container_title | Journal of adolescence (London, England.) |
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| creator | Neuenschwander, Markus P. Ramseier, Lukas Hofmann, Jan |
| description | Introduction
The 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.
Method
We 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.
Results
Self‐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.
Conclusion
We discuss strategies to enhance adolescents' efforts in upper secondary education.
Self‐efficacy in lower secondary education and adolescent‐instructor‐relationship in upper secondary education indirectly predicted effort in upper secondary education via person‐environment fit. The positive effect of adolescent–instructor relationship on person–environment fit was weaker for adolescents in general education than for adolescents in vocational education and training and their company learning context. Findings allow us to develop a strategy to increase adolescents' motivation in secondary education. |
| doi_str_mv | 10.1002/jad.12293 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2916409423</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2916409423</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3883-5983104062e8260c83963fc2ac74605d97795f724f96d5367d9adf09be49053a3</originalsourceid><addsrcrecordid>eNp1kd9qFDEUh4Modq1e-AIS8EKFTpu_M5PeLVWrUvBGr0M2OVmyzCZjMqPsq_RpjTu1FMGrnMB3vsM5P4ReUnJOCWEXO-POKWOKP0IrSpRsFJPiMVoRKkhDVUdP0LNSdqSyXSufohPeMy5V163Q7dqlAYqFOJU3GLxPecIh4p_JmimkaAYMbl5qbKLDUzYhhrg9fuZxhIwL2BSdyQe8hQj5YcslXlfFoUDByeMymU0YwnQ4ww4myPsQTZ17dnRtc5pH7IL3kCFaKM_RE2-GAi_u3lP0_eOHb1efmpuv15-v1jeN5X3PG6l6TokgLYOetcT2XLXcW2ZsJ1oiXV1TSd8x4VXrJG87p4zzRG1AKCK54afo7eIdc_oxQ5n0PtSDDIOJkOaimaKtIEowXtHX_6C7NOe6YdGctEJyynpVqXcLZXMqJYPXYw77eh9Nif4TmK6B6WNglX11Z5w3e3D35N-EKnCxAL_CAIf_m_SX9ftF-RsQIaBX</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3064531289</pqid></control><display><type>article</type><title>Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences</title><source>MEDLINE</source><source>Wiley Online Library Journals Frontfile Complete</source><source>Sociological Abstracts</source><creator>Neuenschwander, Markus P. ; Ramseier, Lukas ; Hofmann, Jan</creator><creatorcontrib>Neuenschwander, Markus P. ; Ramseier, Lukas ; Hofmann, Jan</creatorcontrib><description>Introduction
The 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.
Method
We 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.
Results
Self‐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.
Conclusion
We discuss strategies to enhance adolescents' efforts in upper secondary education.
Self‐efficacy in lower secondary education and adolescent‐instructor‐relationship in upper secondary education indirectly predicted effort in upper secondary education via person‐environment fit. The positive effect of adolescent–instructor relationship on person–environment fit was weaker for adolescents in general education than for adolescents in vocational education and training and their company learning context. Findings allow us to develop a strategy to increase adolescents' motivation in secondary education.</description><identifier>ISSN: 0140-1971</identifier><identifier>EISSN: 1095-9254</identifier><identifier>DOI: 10.1002/jad.12293</identifier><identifier>PMID: 38235977</identifier><language>eng</language><publisher>England: John Wiley & Sons, Inc</publisher><subject>Adolescent ; Adolescents ; adolescent–teacher relationship ; Companies ; Female ; General Education ; Humans ; Learning ; Longitudinal Studies ; Male ; motivation ; person–environment fit ; Schools ; Secondary education ; Self Efficacy ; Structural equation modeling ; Structural Equation Models ; Structural models ; Student Dropouts - psychology ; Student Dropouts - statistics & numerical data ; Surveys and Questionnaires ; Switzerland ; Teenagers ; Training ; transition ; Vocational Education ; vocational education and training ; Vocational schools</subject><ispartof>Journal of adolescence (London, England.), 2024-06, Vol.96 (4), p.720-731</ispartof><rights>2024 The Authors. published by Wiley Periodicals LLC on behalf of Foundation for Professionals in Services to Adolescents.</rights><rights>2024 The Authors. Journal of Adolescence published by Wiley Periodicals LLC on behalf of Foundation for Professionals in Services to Adolescents.</rights><rights>2024. This article is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3883-5983104062e8260c83963fc2ac74605d97795f724f96d5367d9adf09be49053a3</citedby><cites>FETCH-LOGICAL-c3883-5983104062e8260c83963fc2ac74605d97795f724f96d5367d9adf09be49053a3</cites><orcidid>0000-0001-7229-8713 ; 0000-0003-3895-9260 ; 0000-0003-4154-9238</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjad.12293$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjad.12293$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,1416,27923,27924,33773,45573,45574</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38235977$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Neuenschwander, Markus P.</creatorcontrib><creatorcontrib>Ramseier, Lukas</creatorcontrib><creatorcontrib>Hofmann, Jan</creatorcontrib><title>Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences</title><title>Journal of adolescence (London, England.)</title><addtitle>J Adolesc</addtitle><description>Introduction
The 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.
Method
We 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.
Results
Self‐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.
Conclusion
We discuss strategies to enhance adolescents' efforts in upper secondary education.
Self‐efficacy in lower secondary education and adolescent‐instructor‐relationship in upper secondary education indirectly predicted effort in upper secondary education via person‐environment fit. The positive effect of adolescent–instructor relationship on person–environment fit was weaker for adolescents in general education than for adolescents in vocational education and training and their company learning context. Findings allow us to develop a strategy to increase adolescents' motivation in secondary education.</description><subject>Adolescent</subject><subject>Adolescents</subject><subject>adolescent–teacher relationship</subject><subject>Companies</subject><subject>Female</subject><subject>General Education</subject><subject>Humans</subject><subject>Learning</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>motivation</subject><subject>person–environment fit</subject><subject>Schools</subject><subject>Secondary education</subject><subject>Self Efficacy</subject><subject>Structural equation modeling</subject><subject>Structural Equation Models</subject><subject>Structural models</subject><subject>Student Dropouts - psychology</subject><subject>Student Dropouts - statistics & numerical data</subject><subject>Surveys and Questionnaires</subject><subject>Switzerland</subject><subject>Teenagers</subject><subject>Training</subject><subject>transition</subject><subject>Vocational Education</subject><subject>vocational education and training</subject><subject>Vocational schools</subject><issn>0140-1971</issn><issn>1095-9254</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>WIN</sourceid><sourceid>EIF</sourceid><sourceid>BHHNA</sourceid><recordid>eNp1kd9qFDEUh4Modq1e-AIS8EKFTpu_M5PeLVWrUvBGr0M2OVmyzCZjMqPsq_RpjTu1FMGrnMB3vsM5P4ReUnJOCWEXO-POKWOKP0IrSpRsFJPiMVoRKkhDVUdP0LNSdqSyXSufohPeMy5V163Q7dqlAYqFOJU3GLxPecIh4p_JmimkaAYMbl5qbKLDUzYhhrg9fuZxhIwL2BSdyQe8hQj5YcslXlfFoUDByeMymU0YwnQ4ww4myPsQTZ17dnRtc5pH7IL3kCFaKM_RE2-GAi_u3lP0_eOHb1efmpuv15-v1jeN5X3PG6l6TokgLYOetcT2XLXcW2ZsJ1oiXV1TSd8x4VXrJG87p4zzRG1AKCK54afo7eIdc_oxQ5n0PtSDDIOJkOaimaKtIEowXtHX_6C7NOe6YdGctEJyynpVqXcLZXMqJYPXYw77eh9Nif4TmK6B6WNglX11Z5w3e3D35N-EKnCxAL_CAIf_m_SX9ftF-RsQIaBX</recordid><startdate>202406</startdate><enddate>202406</enddate><creator>Neuenschwander, Markus P.</creator><creator>Ramseier, Lukas</creator><creator>Hofmann, Jan</creator><general>John Wiley & Sons, Inc</general><scope>24P</scope><scope>WIN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7U3</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-7229-8713</orcidid><orcidid>https://orcid.org/0000-0003-3895-9260</orcidid><orcidid>https://orcid.org/0000-0003-4154-9238</orcidid></search><sort><creationdate>202406</creationdate><title>Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences</title><author>Neuenschwander, Markus P. ; Ramseier, Lukas ; Hofmann, Jan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3883-5983104062e8260c83963fc2ac74605d97795f724f96d5367d9adf09be49053a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Adolescent</topic><topic>Adolescents</topic><topic>adolescent–teacher relationship</topic><topic>Companies</topic><topic>Female</topic><topic>General Education</topic><topic>Humans</topic><topic>Learning</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>motivation</topic><topic>person–environment fit</topic><topic>Schools</topic><topic>Secondary education</topic><topic>Self Efficacy</topic><topic>Structural equation modeling</topic><topic>Structural Equation Models</topic><topic>Structural models</topic><topic>Student Dropouts - psychology</topic><topic>Student Dropouts - statistics & numerical data</topic><topic>Surveys and Questionnaires</topic><topic>Switzerland</topic><topic>Teenagers</topic><topic>Training</topic><topic>transition</topic><topic>Vocational Education</topic><topic>vocational education and training</topic><topic>Vocational schools</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Neuenschwander, Markus P.</creatorcontrib><creatorcontrib>Ramseier, Lukas</creatorcontrib><creatorcontrib>Hofmann, Jan</creatorcontrib><collection>Wiley-Blackwell Open Access Titles</collection><collection>Wiley Free Content</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of adolescence (London, England.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Neuenschwander, Markus P.</au><au>Ramseier, Lukas</au><au>Hofmann, Jan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences</atitle><jtitle>Journal of adolescence (London, England.)</jtitle><addtitle>J Adolesc</addtitle><date>2024-06</date><risdate>2024</risdate><volume>96</volume><issue>4</issue><spage>720</spage><epage>731</epage><pages>720-731</pages><issn>0140-1971</issn><eissn>1095-9254</eissn><abstract>Introduction
The 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.
Method
We 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.
Results
Self‐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.
Conclusion
We discuss strategies to enhance adolescents' efforts in upper secondary education.
Self‐efficacy in lower secondary education and adolescent‐instructor‐relationship in upper secondary education indirectly predicted effort in upper secondary education via person‐environment fit. The positive effect of adolescent–instructor relationship on person–environment fit was weaker for adolescents in general education than for adolescents in vocational education and training and their company learning context. Findings allow us to develop a strategy to increase adolescents' motivation in secondary education.</abstract><cop>England</cop><pub>John Wiley & Sons, Inc</pub><pmid>38235977</pmid><doi>10.1002/jad.12293</doi><tpages>12</tpages><orcidid>https://orcid.org/0000-0001-7229-8713</orcidid><orcidid>https://orcid.org/0000-0003-3895-9260</orcidid><orcidid>https://orcid.org/0000-0003-4154-9238</orcidid><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; Wiley Online Library Journals Frontfile Complete; Sociological Abstracts |
| subjects | Adolescent Adolescents adolescent–teacher relationship Companies Female General Education Humans Learning Longitudinal Studies Male motivation person–environment fit Schools Secondary education Self Efficacy Structural equation modeling Structural Equation Models Structural models Student Dropouts - psychology Student Dropouts - statistics & numerical data Surveys and Questionnaires Switzerland Teenagers Training transition Vocational Education vocational education and training Vocational schools |
| title | Adolescents' effort in vocational education and training and upper secondary general education: Analyses of stability, determinants, and group differences |
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