A Grounded Theory study on motivational development after detours in young adulthood - how extra-vocational training affects aspirations.

Autor/inn/en	Landberg, Monique; Noack, Peter
Titel	A Grounded Theory study on motivational development after detours in young adulthood - how extra-vocational training affects aspirations.
Quelle	In: International journal for research in vocational education and training, 9 (2022) 1, S. 66-91Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.25656/01:24374 10.13152/IJRVET.9.1.4
URN	urn:nbn:de:0111-pedocs-243745 urn:nbn:de:gbv:18-10-7948
Schlagwörter	Interview; Bildungsaspiration; Grounded Theory; Motivationsförderung; Übergang; Motivation; Berufliche Integration; Außerbetriebliche Ausbildung; Abbruch; Zugang; Auszubildender; Benachteiligter Jugendlicher; Junger Erwachsener; Deutschland
Abstract	Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education. Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3