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Influence of student's ability to delay gratification on their educational transition choice. 学生延迟满足的能力对其升学选择的影响。
IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 Epub Date: 2022-05-13 DOI: 10.1186/s40461-022-00134-6
Gowhar Rashid Ganie

Objective: A considerable amount of research identified socio-economic status and cognitive ability as robust predictors, the influence of student's ability to delay gratification (ADG) on their educational transition choice doesn't received researcher's attention. To address this gap, the present study examined the incremental power of students ADG in predicting the dichotomous choice i.e. the choice of general or vocational education after successful completion of compulsory schooling.

Methods: Amid Covid-19 pandemic, cross sectional survey via an online mode was found feasible for the data collection process in our study. An online link of survey questionnaire was created in the Google forms and administered to (N = 1024) grade 8 students in the Union Territory of Jammu & Kashmir, India. Multiple binary logistic regressions were conducted to predict the students' choice, and odds ratios and average marginal effects were reported for better interpretation of results.

Results: Our results showed that students tracking choice differed significantly with respect to their gender and locale (smaller effect), ADG (medium effect), and cognitive ability and socio-economic status (larger effect). The probability of choosing the track of vocational education (with general education track as a baseline category) increases as students ADG decreases, and vice versa. This association of student's ADG with the choice of vocational education track held same over and above the covariates-socio-economic status, cognitive ability, gender and locale.

Supplementary information: The online version contains supplementary material available at 10.1186/s40461-022-00134-6.

研究目的大量研究发现,社会经济地位和认知能力是强有力的预测因素,但学生的延迟满足能力(ADG)对其升学选择的影响却没有得到研究人员的关注。为了填补这一空白,本研究考察了学生延迟满足能力(ADG)在预测二分法选择(即在顺利完成义务教育后选择普通教育还是职业教育)方面的增量:在 Covid-19 大流行的情况下,通过在线模式进行横断面调查被认为是我们研究中数据收集过程的可行方法。我们在谷歌表格中创建了调查问卷的在线链接,并对印度查谟和克什米尔联邦直辖区的八年级学生(N = 1024)进行了问卷调查。为了更好地解释结果,我们进行了多重二元逻辑回归来预测学生的选择,并报告了几率比和平均边际效应:结果:我们的研究结果表明,学生的选择与性别和地区(较小影响)、ADG(中等影响)、认知能力和社会经济地位(较大影响)有显著差异。学生选择职业教育方向(以普通教育方向为基线类别)的概率随着 ADG 的降低而增加,反之亦然。除了社会经济地位、认知能力、性别和地区这些协变量之外,学生的 ADG 与选择职业教育方向之间的关系也是如此:在线版本包含补充材料,可查阅 10.1186/s40461-022-00134-6。
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引用次数: 0
Towards emotional responsive mentoring of at-risk students in last-resort programs 在最后手段项目中对有风险的学生进行情感反应辅导
IF 1.3 Q2 Social Sciences Pub Date : 2021-12-15 DOI: 10.1186/s40461-021-00129-9
Keijzer, Rineke, van der Rijst, Roeland, van Schooten, Erik, Admiraal, Wilfried

Background

Mentors guide students in their challenges at school and in life. At-risk students in last-resort programs who are at a high risk of leaving school unqualified are especially in need of highly competent and adaptive mentors. This study therefore aimed to identify mentor qualities as perceived by at-risk students and their mentors that meet students’ needs and mentors’ capabilities.

Methods

Face-to-face individual semi-structured interviews were conducted with students and mentors of two specialized programs in the Netherlands. Sensitizing concepts, derived from literature, were used to identify themes. Data analysis was conducted using thematic analyses and was validated by performing an audit.

Results

The mentor qualities that at-risk students and their mentors reported were classified in three different themes. Mentor tasks consisted of guiding and motivating students and providing them with tangible methods of support. Relationships between mentor and student were based on levels of respect, equality, and bonding. Characteristics of mentors related to empathy, care, and trust.

Research implications

Emotional responsiveness deserves further exploration as it appears to be an underlying concept of being a good mentor. Future research might explore mentor qualities in the context of other last-resort programs for at-risk students.

Practical implications

Findings implicate that mentors have to walk a tightrope between keeping professional distance and being sensitive, suggesting constant attention to their professional development is needed.

Originality

In the context of last-resort programs, an alternative perspective on mentoring at-risk students is outlined, based on perceptions of both students and mentors.

导师指导学生应对学校和生活中的挑战。在最后一招的项目中,有风险的学生离开学校时很有可能不合格,他们特别需要有能力和适应能力很强的导师。因此,本研究旨在确定风险学生及其导师所感知的导师素质,以满足学生的需求和导师的能力。方法对荷兰两个专业项目的学生和导师进行面对面的个人半结构化访谈。来源于文献的敏感概念被用来确定主题。数据分析采用专题分析进行,并通过审计进行验证。结果高危学生及其导师报告的导师素质分为三个不同的主题。导师任务包括指导和激励学生,并为他们提供切实的支持方法。导师和学生之间的关系建立在尊重、平等和亲密的基础上。导师的特征与移情、关怀和信任有关。研究启示情绪反应值得进一步探索,因为它似乎是成为一个好导师的潜在概念。未来的研究可能会在其他针对高危学生的最后手段项目的背景下探索导师的素质。研究结果表明,导师必须在保持专业距离和保持敏感之间走钢丝,这表明需要持续关注他们的专业发展。在最后手段项目的背景下,根据学生和导师的看法,概述了指导高危学生的另一种观点。
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引用次数: 2
Complex factors and educational tools for social change and empowerment for severely marginalized Nepalese women working in hospitality and tourism 促进社会变革的复杂因素和教育工具,并增强从事接待和旅游业的严重边缘化尼泊尔妇女的权能
IF 1.3 Q2 Social Sciences Pub Date : 2021-08-23 DOI: 10.1186/s40461-021-00125-z
Jay R. Deagon, Miriam Ham, W. Hillman
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引用次数: 1
Learning Factories 4.0 in technical vocational schools: can they foster competence development? 在职业技术学校学习工厂4.0:它们能促进能力发展吗?
IF 1.3 Q2 Social Sciences Pub Date : 2021-08-21 DOI: 10.1186/s40461-021-00124-0
M. Roll, Dirk Ifenthaler
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引用次数: 10
Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program 针对高危学生的职业教育培训过渡项目中强大学习环境的特征:来自实施该项目的教师和支持专家的定性见解
IF 1.3 Q2 Social Sciences Pub Date : 2021-08-13 DOI: 10.1186/s40461-021-00123-1
Liana Roos, Karmen Trasberg, Kristi Kõiv, Egle Säre
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引用次数: 3
Practical validation framework for competence measurement in VET: a validation study of an instrument for measuring basic commercial knowledge and skills in Switzerland 职业技术培训能力测量的实用验证框架:对瑞士基本商业知识和技能测量工具的验证研究
IF 1.3 Q2 Social Sciences Pub Date : 2021-08-12 DOI: 10.1186/s40461-021-00122-2
Rohr-Mentele, Silja, Forster-Heinzer, Sarah

Competence development and measurement are of great interest to vocational education and training (VET). Although there are many instruments available for measuring competence in diverse settings, in many cases, the completed steps of validation are neither documented nor made transparent in a comprehensible manner. Understanding what an instrument actually measures is extremely important, inter alia, for evaluating test results, for conducting replication studies and for enforcing adaptation intentions. Therefore, more thorough and qualitative validation studies are required. This paper presents an approach to facilitate validation studies using the example of the simuLINCA test. The approach to validation applied in this study was developed in the field of medicine; nevertheless, it provides a promising means of assessing the validity of (computer-based) instruments in VET. We present the approach in detail along a newly developed computer-based simulation (simuLINCA) that measures basic commercial knowledge and skills of apprentices in Switzerland. The strength of the presented approach is that it provides practical guidelines that help perform the measurement process and support an increase in transparency. Still, it is flexible enough to allow different concepts to test development and validity. The approach applied proved to be practicable for VET and the measurement of occupational competence. After extending and slightly modifying the approach, a practical validation framework, including the description of each step and questions to support the application of it, is available for the VET context. The computer-based test instrument, simuLINCA, provides insights into how a computer-based test for measuring competence in various occupational fields can be developed and validated. SimuLINCA showed satisfying evidence for a valid measurement instrument. It could, however, be further developed, revised and extended.

胜任力的开发与测量是职业教育与培训研究的热点问题。虽然有许多工具可用于在不同的环境中测量能力,但在许多情况下,完成的验证步骤既没有记录,也没有以可理解的方式透明。除其他外,了解一项仪器实际测量的内容对于评估测试结果、进行重复性研究和执行适应意图极为重要。因此,需要更彻底和定性的验证研究。本文以simuLINCA测试为例,提出了一种促进验证研究的方法。本研究中应用的验证方法是在医学领域开发的;然而,它提供了一种很有前途的方法来评估(基于计算机的)VET仪器的有效性。我们详细介绍了一种新开发的基于计算机的模拟(simuLINCA)方法,该方法可以测量瑞士学徒的基本商业知识和技能。所提出的方法的优势在于它提供了实用的指导方针,帮助执行度量过程并支持透明度的增加。尽管如此,它仍然足够灵活,可以允许不同的概念测试开发和有效性。实践证明,该方法在职业技能培训和职业能力测评中是切实可行的。在扩展和稍微修改方法之后,一个实际的验证框架,包括每个步骤的描述和支持它的应用的问题,可用于VET环境。基于计算机的测试仪器,simuLINCA,提供了如何开发和验证基于计算机的测试来衡量不同职业领域的能力的见解。SimuLINCA是一种有效的测量仪器。但是,它可以进一步发展、修订和扩大。
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引用次数: 0
Influence of learning and internship satisfaction on students’ intentions to stay at their current jobs: survey of students participating in Taiwan’s dual education system 学习与实习满意度对学生留任意向的影响:台湾双元制学生调查
IF 1.3 Q2 Social Sciences Pub Date : 2021-07-18 DOI: 10.1186/s40461-021-00121-3
L. Liu
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引用次数: 2
The costs of standardized apprenticeship curricula for training firms 培训公司标准化学徒课程的成本
IF 1.3 Q2 Social Sciences Pub Date : 2021-07-14 DOI: 10.1186/s40461-021-00120-4
Jürg Schweri, Manuel Aepli, A. Kuhn
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引用次数: 1
The value of apprentices in the care sector: the effect of apprenticeship costs on the mobility of graduates from apprenticeship training 护理行业学徒的价值:学徒成本对学徒培训毕业生流动性的影响
IF 1.3 Q2 Social Sciences Pub Date : 2021-06-11 DOI: 10.1186/s40461-021-00118-y
Eric Schuss

This paper provides evidence on the effect of apprenticeship costs on the decision whether care facilities employ apprenticeship graduates after completing apprenticeship training. To account for the endogeneity in apprenticeship costs, we exploit an exogenous reduction in the apprenticeship costs of care facilities by exploiting the fact that the underlying apprenticeship levy was introduced across the German federal states at different points in time. We find that the redistribution of apprenticeship costs increases the probability of leaving the training facility after completing apprenticeship training by 10 percentage points. Furthermore, we use this quasi-experimental setting to estimate the effect of mobility of graduates on their wages, which hints at a negative relationship in the upper quartile of the wage distribution.

本文提供了学徒成本对护理机构是否雇用完成学徒培训的学徒毕业生决策的影响的证据。为了解释学徒制成本的内生性,我们利用德国联邦各州在不同时间点引入学徒制税这一事实,利用护理设施学徒制成本的外生减少。我们发现,学徒成本的再分配使完成学徒培训后离开培训机构的概率增加了10个百分点。此外,我们使用这种准实验设置来估计毕业生流动性对其工资的影响,这暗示了工资分布中高四分位数的负相关关系。
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引用次数: 0
A mixed method mentorship audit: assessing the culture that impacts teaching and learning in a polytechnic 混合方法指导审核:评估影响理工学院教与学的文化
IF 1.3 Q2 Social Sciences Pub Date : 2021-06-07 DOI: 10.1186/s40461-021-00119-x
Natasha Hubbard Murdoch, Eliisha Ens, Barbara Gustafson, Tamara Chambers-Richards

The benefits of mentorship to individuals in post-secondary relate to wellbeing, satisfaction, and perceived success which translates to organizational commitment. Mentorship improves skills in academic roles and leadership, yet a disconnect remains on what mentees and mentors expect and what institutions provide. Supports are required for mentorship to be effective in empowering employees and creating a culture that espouses competence and autonomy through collaboration and creativity. The aim of this research was to replicate and advance an earlier study assessing nursing and health sciences in a polytechnic to describe the perceived mentorship culture for faculty, professional services, and leadership, across a provincial organization. This was accomplished through a sequential descriptive mixed methods study assessing the building blocks and hallmarks of a Mentorship Culture Audit. This paper reports on both the comparative assessment from 2013 and this new quantitative survey, along with a qualitative component enhancing the understanding of the mentorship culture within a polytechnic providing a variety of programming for vocational students. The audit revealed the employee perception of a mentorship culture to a mean of 4.52 on a seven-point Likert scale and noted areas of strength or infrastructure to be developed. Qualitative data portrayed further understanding where hallmarks of mentorship promoted or were lacking for informal or formal structures. Organizations benefit from mentorship. Tailoring mentorship to a framework ensures mentorship is anchored for success. This study is unique in its replication, the mixed methods approach, and its originality as an organizational level mentorship assessment.

师徒关系到个人在中学后的福利,满意度和感知成功转化为组织承诺的好处。师徒关系提高了学生在学术角色和领导方面的技能,但在学生和导师的期望与机构提供的服务之间仍然存在脱节。为了有效地授权员工,并通过协作和创造力创造一种支持能力和自治的文化,需要支持指导。本研究的目的是复制和推进一项早期的研究,该研究评估了一所理工学院的护理和健康科学,以描述跨省组织的教师、专业服务和领导的导师文化。这是通过一项连续的描述性混合方法研究来完成的,该研究评估了师徒文化审计的组成部分和特征。本文报告了2013年的比较评估和新的定量调查,以及一个定性的组成部分,以增强对为职业学生提供各种编程的理工学院师徒文化的理解。审计显示,员工对师友文化的感知在7分李克特量表上平均为4.52分,并指出了需要发展的优势或基础设施领域。定性数据描绘了进一步的理解,在非正式或正式结构中,指导的标志促进或缺乏。组织从师徒关系中受益。将师徒关系裁剪为框架,确保师徒关系锚定成功。本研究的独特之处在于其重复性,混合方法方法,以及其作为组织层面师徒评估的独创性。
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引用次数: 2
期刊
Empirical Research in Vocational Education and Training
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