Understanding why apprentices consider dropping out: longitudinal prediction of apprentices’ workplace interest and anxiety

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Empirical Research in Vocational Education and Training Pub Date : 2021-03-01 DOI:10.1186/s40461-020-00106-8
Tim E. Powers, Helen M. G. Watt
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引用次数: 7

Abstract

Although apprenticeships ease the school-to-work transition for youth, many apprentices seriously consider dropping out. While associated with noncompletions, dropout considerations are important to study in their own right, because they reflect a negative quality of apprenticeship experience and can impact apprentices’ quality of learning and engagement. Few studies have addressed apprentices’ dropout considerations using comprehensive theoretical frameworks. To address this gap, this study examined how apprentices’ interest and anxiety growth trajectories predicted dropout considerations and associated with perceived resources and demands, grounded in expectancy-value theory (EVT) and the job demands-resources (JD-R) model. Australian apprentices (N = 2387) were surveyed at 6-month intervals utilising an accelerated longitudinal design, on their workplace interest and anxiety, job-related resources (role model, timing of choice, employer teaching, expertise, job security, and training wages) and demands (lack of information, career indecision, and excessive work). Latent growth models (LGM) within a structural equation modelling framework showed apprentices began with high interest which declined over time, and low anxiety which increased in the latter half of their first year until the end of their second year. Apprentices’ dropout considerations were predicted by initial interest and anxiety levels (at the beginning of their apprenticeship), and by interest losses during their apprenticeship (but, not by increases in anxiety). Almost half the variance in interest and anxiety trajectories was explained by apprentices’ perceived resources and demands: resources had a greater effect on promoting interest than reducing anxiety, whereas demands were more important in exacerbating anxiety.

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理解学徒考虑辍学的原因:学徒职场兴趣与焦虑的纵向预测
尽管学徒制使年轻人从学校到工作的过渡变得容易,但许多学徒还是认真考虑过辍学。虽然与未完成学业有关,但辍学考虑本身对研究很重要,因为它们反映了学徒经历的负面质量,并可能影响学徒的学习质量和参与度。很少有研究使用全面的理论框架来解决学徒辍学的考虑。为了解决这一差距,本研究基于期望价值理论(EVT)和工作需求-资源(JD-R)模型,研究了学徒的兴趣和焦虑增长轨迹如何预测退学考虑,以及与感知资源和需求的关系。澳大利亚学徒(N = 2387)采用加速纵向设计,每隔6个月对他们的工作兴趣和焦虑、工作相关资源(角色榜样、选择时间、雇主教学、专业知识、工作保障和培训工资)和需求(缺乏信息、职业犹豫不决和过度工作)进行调查。结构方程模型框架内的潜在增长模型(LGM)显示,学徒开始时兴趣很高,随着时间的推移而下降,在第一年下半年到第二年年底,焦虑程度较低。学徒的退学考虑是通过最初的兴趣和焦虑水平(在学徒期开始时),以及学徒期的兴趣损失(但不是通过焦虑的增加)来预测的。几乎一半的兴趣和焦虑轨迹的差异可以用学徒的感知资源和需求来解释:资源对提高兴趣的作用大于减少焦虑,而需求在加剧焦虑方面更重要。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
期刊最新文献
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