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Empirical Research in Vocational Education and Training最新文献

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Different dropout directions in vocational education and training: the role of the initiating party and trainees’ reasons for dropping out 职业教育和培训中的不同辍学方向:发起方的作用和学员辍学的原因
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-06 DOI: 10.1186/s40461-024-00169-x
Christian Michaelis, Stefanie Findeisen

The high rates of premature contract termination (PCT) in vocational education and training (VET) programs have led to an increasing number of studies examining the reasons why adolescents drop out. Since adolescents’ trajectories after a PCT are quite diverse, a thorough assessment of different dropout directions is called for. However, empirical studies that distinguish between dropout directions are still scarce. The same is true for studies that differentiate between PCTs initiated by the trainees themselves and those initiated by the training company. Based on data from the German National Educational Panel Study (NEPS) on trainees in German dual VET programs (n = 5823), this study identifies six different dropout directions: (1) downward PCT into unqualified employment or unemployment, (2) downward PCT into a prevocational program, (3) horizontal PCT that represents a change of training company or (4) a change of occupation, and (5) upward PCT into general education or (6) higher education. Using multinomial logistic regression models we examine the effect of (a) the initiating party and (b) self-reported PCT reasons of trainees on dropout directions. Regarding trainees’ reasons we include reasons related to different aspects of the training (personal reasons, not the desired training occupation, financial reasons, training quality, conflicts, excessive demand, and being offered a different training position). The results indicate that in cases where trainees are dismissed by the training company, a horizontal change to a different training company becomes more likely, while the probability of an upward dropout into higher education decreases. Regarding PCT decisions made by trainees themselves, a downward PCT into unqualified employment or unemployment is more likely if personal reasons were the cause of a PCT decision. Moreover, the probability of a change of training company (horizontal PCT) increases in cases of conflict and if there is a prospect of a different training position, and decreases if the training position is not the desired occupation. A change of occupation (horizontal PCT) is more likely when there is the opportunity for a different training position available. Furthermore, upward PCTs (both into further general education and higher education) are more likely in cases where the training was in a field that was not the desired occupation. The probability of upward PCT into higher education decreases when there are conflicts and excessive demands, while upward PCTs into general education are significantly less likely when a different training position is obtained. The differential effects that occur for different types of PCTs emphasize that adolescents dropping out of VET cannot be treated as a homogenous group. Consequently, the results underscore the importance of conducting a more thorough assessment of both dropout directions and the initiating party of a PCT in future research.

职业教育与培训(VET)项目中提前终止合同(PCT)的比例很高,因此越来越多的研究开始探讨青少年辍学的原因。由于青少年在提前终止合同后的轨迹多种多样,因此需要对不同的辍学方向进行全面评估。然而,能够区分辍学方向的实证研究仍然很少。同样,区分由受训者自己发起的 PCT 和由培训公司发起的 PCT 的研究也是如此。根据德国国家教育小组研究(NEPS)中关于德国双元制职业教育与培训项目学员(n = 5823)的数据,本研究确定了六种不同的辍学方向:(1) 向下的 PCT,即进入无资质就业或失业;(2) 向下的 PCT,即进入职前教育项目;(3) 横向的 PCT,即更换培训公司或 (4) 更换职业;(5) 向上的 PCT,即进入普通教育或 (6) 高等教育。通过多项式逻辑回归模型,我们研究了(a)发起方和(b)学员自我报告的 PCT 原因对辍学方向的影响。关于学员的原因,我们包括与培训不同方面有关的原因(个人原因、不是理想的培训职业、经济原因、培训质量、冲突、需求过多以及被提供了不同的培训职位)。结果表明,如果受训人员被培训公司辞退,横向转到其他培训公司的可能性就会增加,而向上辍学接受高等教育的可能性则会降低。至于学员自己做出的 PCT 决定,如果个人原因是做出 PCT 决定的原因,则向下 PCT 转为无资质就业或失业的可能性更大。此外,如果存在冲突或有可能获得不同的培训职位,则更换培训公司(横向 PCT)的可能性会增加;如果培训职位不是理想职业,则更换培训公司(横向 PCT)的可能性会降低。如果有机会获得不同的培训职位,则更有可能改变职业(横向 PCT)。此外,如果培训领域不是理想职业,则更有可能出现向上的 PCT(包括普通进修和高等教育)。当存在冲突和过高要求时,升入高等教育的 PCT 可能性会降低,而当获得不同的培训职位时,升入普通教育的 PCT 可能性会明显降低。不同类型的 PCT 所产生的不同影响突出表明,从职业教育与培训中辍学的青少年不能被视为一个同质群体。因此,研究结果强调了在未来研究中对辍学方向和 PCT 发起方进行更全面评估的重要性。
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引用次数: 0
Compromises in occupational choice and premature termination of vocational education and training: gender type, prestige, and occupational interests in focus 职业选择中的折衷与过早终止职业教育和培训:性别类型、声望和职业兴趣的焦点
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-29 DOI: 10.1186/s40461-024-00168-y
Melanie Fischer-Browne, Lea Ahrens, Corinna Kleinert, Brigitte Schels

This study examines whether premature termination of vocational education and training (VET) is more likely when trainees have to make compromises between their realistic occupational aspirations and the occupation for which they are trained in terms of the occupational dimensions of gender type, prestige, and occupational interests. Specifically, it examines the relative importance of the three compromise dimensions on premature VET termination. The study is based on a sample of 3,241 VET entrants from a cohort of ninth graders in 2010 in the German National Educational Panel Study (NEPS-SC4) in combination with aggregated data on occupational characteristics. Results from discrete hazard rate models indicate a higher risk of premature VET termination for trainees whose VET occupation differs from their realistic occupational aspiration from their school days. While compromises in prestige have no overall effect, both compromises in interests and gender type threaten the stability of VET. The results also indicate that compromises in interests have the strongest effect on the risk of premature VET termination and that the effects of compromises in gender type are partly mediated by the effects of compromises in interests. Furthermore, sensitivity analysis revealed that the main effects of compromises in gender type and prestige are gender specific.

本研究从性别类型、声望和职业兴趣等职业维度出发,探讨了当受训者不得不在其现实职业愿望与受训职业之间做出妥协时,是否更有可能提前结束职业教育与培训(VET)。具体而言,本研究探讨了这三个妥协维度对过早终止职业教育与培训的相对重要性。研究基于德国国家教育面板研究(NEPS-SC4)中 2010 年九年级学生中的 3,241 名职业教育与培训新生样本,并结合了职业特征的综合数据。离散危险率模型的结果表明,职业教育与培训职业与其学生时代的现实职业理想不同的受训者过早终止职业教育与培训的风险较高。虽然在声望方面的妥协不会产生整体影响,但在兴趣和性别类型方面的妥协都会威胁到职业教育与培训的稳定性。结果还表明,利益妥协对过早终止职业教育与培训的风险影响最大,而性别类型妥协的影响在一定程度上受利益妥协影响的调节。此外,敏感性分析表明,性别类型和声望妥协的主要影响具有性别特异性。
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引用次数: 0
The discourse on technological literacy: exploring visual representations enabled by the visual cultures of four Swedish vocational education and training programmes 关于技术扫盲的论述:探索瑞典四项职业教育与培训计划的视觉文化所促成的视觉表象
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-22 DOI: 10.1186/s40461-024-00167-z
Andreas Larsson, Emelie Fälton, Karin Stolpe

In today’s rapidly changing world, technology has profoundly impacted our daily lives, making it increasingly difficult to predict what skills will be necessary for the future. To address this challenge, 21st-century skills have been proposed as a framework for shaping future education, in which one of the skills is technological literacy. How the latter is understood, positioned, and approached is influenced by discourses produced within and among various societal practices, such as the educational system. This article provides a glimpse of the discourse on technological literacy by exploring how “technological literacy” is portrayed within the visual cultures of four Swedish upper secondary VET programs. Our results indicate that the portrayals of becoming technologically literate for VET students vary among the programmes. However, they all emphasise practical and hands-on activities, where students can be seen engaging with various tools, equipment, and objects relevant to each programme’s field of study. Teamwork and peer-to-peer learning are also portrayed as central to these programmes, simultaneously as leadership roles and the distribution of responsibilities among students are commonly featured. While the programmes’ visual portrayals reflect diversity in ethnicity and gender, traditional gender roles are still (re)produced in the pictorials.

当今世界瞬息万变,技术对我们的日常生活产生了深远的影响,因此越来越难以预测未来需要哪些技能。为了应对这一挑战,人们提出了 21 世纪技能作为塑造未来教育的框架,其中一项技能就是技术素养。如何理解、定位和处理技术素养,受到教育系统等各种社会实践内部和之间产生的话语的影响。本文通过探究 "技术素养 "在瑞典四个高中职教项目的视觉文化中是如何被描绘出来的,对技术素养的话语进行了一瞥。我们的研究结果表明,不同的职业教育与培训课程对职业教育与培训学生技术素养的描述各不相同。不过,它们都强调实践和动手活动,在这些活动中,可以看到学生使用各种工具、设备和与每个课程学习领域相关的物品。团队合作和同侪学习也被描绘成这些课程的核心,同时,领导角色和学生之间的责任分配也是这些课程的共同特点。虽然这些计划的视觉形象反映了种族和性别的多样性,但传统的性别角色仍然在画报中 (重新)产生。
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引用次数: 0
Destinations after higher education non-completion: the role of social background and pre-tertiary vocational qualifications 未完成高等教育后的去向:社会背景和高等教育前职业资格的作用
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-01 DOI: 10.1186/s40461-024-00161-5
Nicole Tieben

Prior research has shown that students from lower socio-economic backgrounds are less likely to graduate. We examine if this can be explained by background-specific pathways into higher education. Many students in Germany enter higher education with a vocational qualification and prior vocational qualifications occur more often among students from lower socio-economic backgrounds. We argue that vocational qualifications shift opportunity structures and opportunity costs of students who have to decide between continuing higher education and alternative options. We therefore examine if parental background and vocational qualifications are associated with the destinations after non-completion. We distinguish the destinations “re-entering higher education”, “vocational training” and “skilled employment”. Using the German Educational Panel Study (NEPS starting cohort 6), we apply competing risks models. Our results show that non-completers from higher socio-economic backgrounds are more likely to re-enter higher education than non-completers from lower socio-economic backgrounds. The higher rates of transfer to skilled employment among non-completers from lower backgrounds are mainly due to the fact that they more often hold a vocational qualification and have good chances to enter the skilled labour market without additional educational investments. Our results hence shed some new light on the question how vocational training “diverts” lower background students from higher education.

先前的研究表明,社会经济背景较差的学生毕业的可能性较低。我们研究了是否可以通过特定背景的高等教育途径来解释这一现象。在德国,许多学生都是凭借职业资格进入高等教育的,而在社会经济背景较差的学生中,获得职业资格的比例更高。我们认为,职业资格改变了学生的机会结构和机会成本,他们必须在继续接受高等教育和其他选择之间做出决定。因此,我们研究了父母背景和职业资格是否与未完成学业后的去向有关。我们区分了 "重新接受高等教育"、"职业培训 "和 "技术就业 "这三种去向。我们利用德国教育面板研究(NEPS,起始组群 6),采用了竞争风险模型。结果显示,与社会经济背景较低的未完成学业者相比,社会经济背景较高的未完成学业者更有可能重新接受高等教育。社会经济背景较低的未完成学业者转入技能型就业的比例较高,这主要是因为他们通常拥有职业资格,无需额外的教育投资就有很好的机会进入技能型劳动力市场。因此,我们的研究结果为职业培训如何将出身较低的学生从高等教育中 "分流 "的问题提供了一些新的思路。
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引用次数: 0
Exploring the interplay between vocational competence and dropout intention: insights and perspectives 探索职业能力与辍学意向之间的相互作用:见解与观点
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-29 DOI: 10.1186/s40461-024-00164-2
Beifang Ma, Maximilian Krötz, Viola Deutscher, Esther Winther

High drop-out rates from Vocational Education and Training (VET) remain a severe problem in VET systems globally. Despite decades of drop-out research revealing numerous influencing factors, the role of trainees’ vocational competence in their drop-out behavior has been neglected. This study aims to define the structure of vocational competence and analyze its effects on drop-out intention. Using longitudinal data from 458 commercial trainees in Germany, vocational competence is measured at three time points using a validated competence test, subdivided into domain-linked and domain-specific dimensions (Gelman and Greeno, 1989). Four different directions of drop-out intentions are considered, enabling a detailed effect inspection of the prevailing research gap. Additionally, factors identified in previous studies, such as educational level, age, language, and the degree of having chosen one’s desired occupation, are controlled for. We conducted 12 rounds of ordinal logistic regression to test three lagged temporal combinations of the effect relationship between vocational competence and dropout intention over different time spans (T0- > T1, T1- > T2, T0- > T2). We find that lower domain-specific competence increases the intention to drop out from VET without qualification over different time spans. Initial lower domain-specific competence also affects trainees’ intention to change their occupation in the final year of training. Furthermore, higher levels of domain-linked competence at the beginning increase the intention to leave VET to pursue higher qualifications in the midterm of training.

职业教育与培训(VET)的高辍学率仍然是全球职业教育与培训体系中的一个严重问题。尽管数十年来的辍学研究揭示了众多影响因素,但受训者的职业能力在其辍学行为中的作用却一直被忽视。本研究旨在界定职业能力的结构,并分析其对辍学意向的影响。利用德国 458 名商业受训人员的纵向数据,在三个时间点使用有效的能力测试来测量职业能力,并将其细分为与领域相关的维度和特定领域的维度(Gelman 和 Greeno,1989 年)。研究考虑了辍学意向的四个不同方向,从而对目前的研究空白进行了详细的效果检验。此外,我们还控制了以往研究中发现的因素,如教育水平、年龄、语言和选择理想职业的程度。我们进行了 12 轮序数逻辑回归,检验了不同时间跨度(T0- >;T1,T1- >;T2,T0- >;T2)内职业能力与辍学意向之间影响关系的三种滞后时间组合。我们发现,在不同的时间跨度内,较低的特定领域能力会增加在未获得资格证书的情况下从职业教育与培训中辍学的意愿。最初较低的特定领域能力也会影响学员在培训最后一年改换职业的意愿。此外,开始时较高的领域相关能力水平会增加培训中期离开职业教育与培训以获得更高资格的意愿。
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引用次数: 0
Professional learning activity in and of teacher teams: multilevel assessment of how transformational leadership, goal interdependence, and collective efficacy affect information sharing 教师团队的专业学习活动:对变革型领导、目标相互依存和集体效能如何影响信息共享的多层次评估
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-13 DOI: 10.1186/s40461-024-00163-3
Arnoud Oude Groote Beverborg

Engaging in learning with colleagues is paramount for teachers to enhance students’ learning. To be effective and sustainable, it requires engagement both by individual teachers as well as whole teams. Surprisingly however, research examining learning activity as a characteristic of individuals in teams and a property of teams, as well as their antecedents on both levels, is still scarce. This study examined how perceptions of transformational leadership, as mediated by goal interdependence and collective-efficacy, facilitate teachers’ engagement in information sharing, and whether effects are similar for individuals and teams. Questionnaire data were analyzed using multilevel structural equation modelling. Results showed that individual engagement in information sharing and individuals’ perceptions of goal interdependence were directly impacted by transformational leadership practices. Information sharing of teams, and collective efficacy, were impacted by consistent perceptions of goal interdependence. Teachers shape their learning amongst themselves in teams, with individual support from their leader.

教师与同事一起参与学习,对提高学生的学习能力至关重要。要做到有效和可持续,就需要教师个人和整个团队的参与。然而,令人惊讶的是,将学习活动作为团队中个人的特征和团队的属性,以及其在这两个层面上的前因的研究仍然很少。本研究探讨了对变革型领导的看法如何通过目标相互依存性和集体效能感来促进教师参与信息共享,以及对个人和团队的影响是否相似。问卷数据采用多层次结构方程模型进行分析。结果表明,个人参与信息共享和个人对目标相互依存性的看法受到变革型领导实践的直接影响。团队的信息共享和集体效能则受到对目标相互依赖的一致看法的影响。教师在团队中相互学习,并得到领导者的个别支持。
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引用次数: 0
Comparing labor market performance of vocational and general school graduates in Indonesia: insights from stable and crisis conditions 比较印度尼西亚职业学校和普通学校毕业生在劳动力市场上的表现:从稳定和危机条件中获得的启示
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-18 DOI: 10.1186/s40461-024-00160-6
Kasmad Ariansyah, Yanuar Farida Wismayanti, Renny Savitri, Virgiawan Listanto, Azwar Aswin, Madya Putra Yaumil Ahad, Benedicta Retna Cahyarini

This study seeks to investigate the association between distinct tracks of secondary education—namely, vocational school (Sekolah Menengah Kejuruan, SMK) and general school (Sekolah Menengah Atas, SMA)—and two key labor market outcomes: the duration required for graduates to attain their initial employment and their resilience in the face of pandemic, as measured by changes in average monthly income. While the former sheds light on the outcome under typical circumstances, the latter offers valuable insights into the outcome during periods of crisis. Focused on Indonesia, this research employs Heckman two-step model alongside ordinary least square (OLS) for the first outcome and ordered probit regression for the second. The research draws upon data extracted from the 2021 National Labor Force Survey (Survey Angkatan Kerja Nasional, SAKERNAS). Our results suggest that SMK provides an advantage in securing initial employment compared to SMA, with SMK graduates entering the workforce earlier than their counterparts. Moreover, in terms of resilience during the pandemic, as evidenced by changes in income, SMK graduates exhibit greater resilience, with a higher likelihood of maintaining or even increasing their income compared to SMA graduates. These findings offer valuable implications for both theoretical understanding and practical considerations.

本研究旨在调查中等教育的不同阶段--即职业学校(Sekolah Menengah Kejuruan,SMK)和普通学校(Sekolah Menengah Atas,SMA)--与两个关键劳动力市场结果之间的关联:毕业生实现初次就业所需的时间和他们面对大流行病时的应变能力(以平均月收入的变化来衡量)。前者揭示了典型情况下的结果,而后者则对危机时期的结果提供了宝贵的见解。本研究以印度尼西亚为重点,采用赫克曼两步模型和普通最小二乘法(OLS)对第一种结果进行分析,并采用有序概率回归对第二种结果进行分析。研究采用的数据来自 2021 年全国劳动力调查(Survey Angkatan Kerja Nasional,SAKERNAS)。我们的研究结果表明,SMK 比 SMA 在确保初次就业方面更具优势,SMK 毕业生比同龄人更早进入劳动力市场。此外,在大流行病期间,从收入变化来看,SMK 毕业生表现出更强的应变能力,与 SMA 毕业生相比,他们保持甚至增加收入的可能性更高。这些发现为理论理解和实际考虑提供了宝贵的启示。
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引用次数: 0
Constructing and validating authentic assessments: the case of a new technology-based assessment of economic literacy 构建和验证真实评估:基于新技术的经济素养评估案例
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-10 DOI: 10.1186/s40461-024-00158-0
Nina Charlotte Johanna Welsandt, Fabio Fortunati, Esther Winther, Hermann Josef Abs
<h3 data-test="abstract-sub-heading">Background</h3><p>Authentic situations are considered a source of learning due to their real world relevance. This can encourage learners to acquire new knowledge. Increasing digitisation and associated resources, such as professional development opportunities for teachers, technology tools, or digital equipment for schools enable the development and implementation of authentic assessments. The basic academic principles for acquiring economic literacy are already provided in lower secondary school. This article examines, using the example of a new authentic technology-based assessment (TBA)—<i>Economic Literacy—Assessing the Status Quo in Grade 8</i> (ECON 2022) -, the processes involved in constructing a TBA. The purpose is to develop a curricular valid measurement instrument for surveying the current state of economic literacy in the 8th grade of a German federal state. This study explores which economic competencies students—typically between 14 and 15 years of age—possess in Grade 8, and what level of competence can therefore be expected of them at the beginning of a vocational training programme. The assessment is geared toward the curriculum of the subject of economics and is based on a domain model. This article presents the background and construction process for the development of ECON 2022 as a TBA.</p><h3 data-test="abstract-sub-heading">Methods</h3><p>To check the validity of test construction with a focus on the implementation of the authentic assessment and an analysis of difficulty-generating characteristics, the ECON 2022 test items were validated with an expert survey (<i>N</i> = 25). The two-stage data analysis comprised a descriptive quantifying analysis of the rating from the difficulty-generating characteristics specificity, cognitive demand and modelling and the design criterion authenticity. A set of experts rated the criteria. The expert survey was then compared with a previously conducted rating by the research team. The analysis of free-text comments on individual items was carried out discursively and qualitatively by the research team. Both sources of information were used to adapt the test items to measured item difficulties from the field test. For this purpose, items of great difficulty were changed to slightly easier items. In this context, the paper focuses on two central research questions: - How does the authenticity of a test environment relate to difficulty-generating criteria at item level? - Does the authenticity of a test environment have an impact on test results?</p><h3 data-test="abstract-sub-heading">Results</h3><p>Results are as follows. (1) The ECON 2022 assessment offers an example of a test design in which the use of TBAs can support innovative and interactive item development. (2) Using the ECON 2022 assessment enabled the implementation of an assessment of economic literacy using authentic situations and the mapping of different facets of economic competence. (
背景由于真实情境与现实世界息息相关,因此被认为是学习的源泉。这可以鼓励学习者获取新知识。数字化和相关资源的不断增加,如为教师提供的专业发展机会、技术工具或为学校提供的数字设备,都有助于开发和实施真实的评估。初中阶段已经提供了获取经济素养的基本学术原则。本文以一个新的基于技术的真实评估(TBA)--八年级经济素养-现状评估(ECON 2022)--为例,探讨了构建一个基于技术的真实评估的过程。目的是开发一种课程有效的测量工具,用于调查德国联邦州八年级学生的经济素养现状。本研究探讨了八年级学生(通常为 14 至 15 岁)所具备的经济能力,以及在职业培训课程开始时可期待他们达到的能力水平。评估以经济学科的课程为导向,以领域模型为基础。本文介绍了《经济学2022》作为TBA的开发背景和构建过程。方法为了检查测试构建的有效性,重点关注真实评估的实施和难度产生特征的分析,《经济学2022》测试项目通过专家调查(N = 25)进行了验证。两阶段数据分析包括对难度产生特征的具体性、认知需求和建模以及设计标准的真实性进行描述性量化分析。一组专家对标准进行评分。然后将专家调查与研究小组之前进行的评级进行比较。研究小组对个别项目的自由文本评论进行了辨证和定性分析。这两种信息来源都被用来调整测试项目,以适应实地测试中测出的项目难度。为此,难度很大的题目被改成了稍微简单的题目。在这种情况下,本文重点讨论两个核心研究问题:- 测试环境的真实性与项目层面的难度产生标准有什么关系?- 考试环境的真实性是否会对考试结果产生影响?(1) ECON 2022 评估提供了一个使用 TBA 支持创新和互动项目开发的测试设计实例。(2)使用《经济学 2022》评估能够利用真实情境实施经济素养评估,并绘制经济能力的不同方面。(3) 验证研究表明,实际题目难度与测评的真实性没有显著相关性,因此真实性对题目难度没有影响。ECON 2022 使我们能够以高度的课程有效性和相关性来考察学校的经济素养,并分析学生在进入职业培训行业时应具备的能力和知识水平。
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引用次数: 0
Job and life satisfaction of apprentices: the effect of personality, social relations, and decent work 学徒的工作和生活满意度:个性、社会关系和体面工作的影响
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-15 DOI: 10.1186/s40461-024-00157-1
Camilla Zambelli, Jenny Marcionetti, Jérôme Rossier

Based on the social cognitive model and on the psychology of working theory, this research aims to study the job and life satisfaction of apprentices, considering proactive personality, person-supervisor and person-group fit, occupational self-efficacy, and decent work as antecedents. The participants were 530 Swiss apprentices enrolled in a three-year VET program with the Federal VET Diploma. The results show that proactivity is directly linked with person-supervisor and person-group fit, occupational self-efficacy, and job and life satisfaction. Decent work is related positively with job satisfaction. Person-supervisor and person-group fit seem to directly influence occupational self-efficacy. Decent work, in turn, seems to mediate the relationship between person-supervisor and person-group fit and job satisfaction. In conclusion, this study suggests that encouraging apprentices’ proactivity, person-supervisor and person-group fit at work could be crucial to improving their perceptions of decent work and increasing their job and life satisfaction.

本研究以社会认知模型和工作心理学理论为基础,以学徒的工作和生活满意度为研究对象,将积极主动的个性、个人与主管和个人与团体的契合度、职业自我效能感和体面工作作为前因。研究对象是 530 名瑞士学徒,他们参加了为期三年的职业教育与培训项目,并获得了联邦职业教育与培训文凭。研究结果表明,积极主动与个人-主管和个人-团体契合度、职业自我效能感以及工作和生活满意度直接相关。体面工作与工作满意度呈正相关。人-主管和人-组契合度似乎直接影响职业自我效能感。而体面的工作似乎又是人-主管和人-组契合度与工作满意度之间关系的中介。总之,本研究表明,鼓励学徒在工作中积极主动、人-主管和人-组契合,对于改善他们对体面工作的看法、提高他们的工作和生活满意度至关重要。
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引用次数: 0
The role of confidence in the gaze bias effect among economics trainee teachers — results from a digital assessment of economic content knowledge 信心在经济学受训教师凝视偏差效应中的作用--经济学内容知识数字化评估的结果
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-28 DOI: 10.1186/s40461-024-00156-2
Sebastian Brückner, Olga Zlatkin-Troitschanskaia

In the present study, we recorded the eye movements of 20 criterion-based selected trainee teachers in economics while they responded to 25 single choice (SC) items in an economic content knowledge (CK) test and rated their confidence for each response in a digital assessment. By using a multilevel modeling approach with crossed random effects, we confirmed prior findings from eye-tracking research on SC tests, which showed longer dwell time on the correct response options (attractor) and shorter dwell time on the distractors are positively linked to correct options. Furthermore, we identified an additional effect on dwell time on the attractor in a moderator model with participants who highly rated their confidence for correct response options. Thus, we identified a specific role of students’ confidence in their CK on the gaze bias effect. We interpret these results in terms of students’ actual understanding of test contents from assessments of their professional knowledge and draw implications for further research and teacher education.

在本研究中,我们记录了 20 名经过标准筛选的经济学见习教师在经济学内容知识(CK)测试中回答 25 个单项选择(SC)题目时的眼动情况,并在数字评估中对每次回答的置信度进行了评分。通过使用交叉随机效应的多层次建模方法,我们证实了之前对 SC 测试的眼动追踪研究结果,即在正确的回答选项(吸引子)上停留时间较长和在干扰项上停留时间较短与正确选项呈正相关。此外,我们还在一个调节模型中发现了吸引子停留时间对那些对正确答案选项有高度信心的参与者的额外影响。因此,我们确定了学生对自己 CK 的信心对注视偏差效应的特定作用。我们通过对学生专业知识的评估,从学生对测试内容的实际理解来解释这些结果,并为进一步的研究和教师教育提供启示。
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引用次数: 0
期刊
Empirical Research in Vocational Education and Training
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