Aims & Methods
Fig. 1. Overall working model
Little is known about how career choices in interaction with the quality of the chosen education influence experiences in VET (training companies, vocational school) and in what way those experiences predict educational success. Conditions for successfully completing the Federal Vocational Baccalaureate are of particular interest. This Projects aims to fill those research gaps. The theoretical framework is based on the expectancy-value model by Eccles and Wigfield (2002), complemented with the social cognitive career theory by Lent, Brown and Hackett (1994).
The following research questions are to be answered:
(1) How do children’s personality traits and beliefs and behavior of parents and teachers in primary and secondary school influence graduation of vocational training, subjective evaluation of employment situation and career plans after graduation?
(2) How can the process of career choice and experiences in training companies explain the role of children’s personality traits and beliefs and behavior of parents and teachers in primary and secondary school concerning graduation of vocational training, subjective evaluation of employment situation and career plans after graduation?
The study began in 2011 with a survey of 1’735 adolescents in 5th grade in four Swiss cantons (Aargau, Basel Country, Bern, Lucerne). Further surveys followed in grade 6, 7 and 9 and one year after graduation of compulsory school. By using questionnaires, intelligence tests and performance tests, data on education-related beliefs as well as achievement and career intentions was collected and parents and teachers were surveyed as well as adolescents. The sixth survey will be conducted in autumn of 2021. By surveying the participants regularly, the choice of educational paths can be explained and the research questions described above can be answered.