General or Vocational Education? The Role of Vocational Interests in Educational Decisions at the End of Compulsory School in Switzerland

Autor/inn/en	Jüttler, Andreas; Schumann, Stephan; Neuenschwander, Markus P.; Hofmann, Jan
Titel	General or Vocational Education? The Role of Vocational Interests in Educational Decisions at the End of Compulsory School in Switzerland
Quelle	In: Vocations and Learning, 14 (2021) 1, S.115-145 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jüttler, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-020-09256-y
Schlagwörter	Foreign Countries; General Education; Vocational Education; Vocational Interests; Decision Making; Bachelors Degrees; Predictor Variables; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Ausbildung; Berufsbildung; Berufsinteresse; Decision-making; Entscheidungsfindung; 'Bachelor''s degrees'; Bachelor-Studiengang; Prädiktor; Schweiz
Abstract	Many educational systems are characterized by segregation between a general and vocational educational track. When adolescents must decide on their postcompulsory education at the end of lower secondary school, the different programs are typically embedded in one of these two main tracks. Prior career choice theories postulate that vocational interests, as structured by the six-dimensional RIASEC model of Holland (1997), play a crucial role in educational and vocational transition processes. However, regarding the question of general versus vocational education, previous studies have mainly focused on the effects of social background. Therefore, this paper examines the impact of vocational interests on the choice of Baccalaureate School (BAC, general track), Vocational Education and Training (VET, vocational track) or the Federal Vocational Baccalaureate (FVB), a hybrid qualification that links elements of both tracks. The sample consists of N = 609 students at the end of lower secondary school in Switzerland. The results of multinomial logistic regression analyses show that all six dimensions of Holland's interest model are significant predictors for the three postcompulsory tracks, even when controlling for school variables (e.g., grades) and variables of social background. While the "realistic" and "social" dimensions are positively interrelated with the choice of VET, the "artistic," "investigative" and "enterprising" dimensions predict the choice of BAC. The "conventional" dimension is the only one positively linked to the choice of FVB. The results are discussed with special attention to segregation between more practical and more theoretical types of interests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01