Individual Characteristics of Students in Vocational Education Moderating the Relationship between School Engagement and Vocational Identity

Autor/inn/en	Keijzer, Rineke; van Schooten, Erik; van der Rijst, Roeland; Admiraal, Wilfried
Titel	Individual Characteristics of Students in Vocational Education Moderating the Relationship between School Engagement and Vocational Identity
Quelle	In: European Journal of Psychology of Education, 37 (2022) 4, S.1255-1283 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keijzer, Rineke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00580-y
Schlagwörter	Vocational Education; At Risk Students; Professional Identity; Student School Relationship; Student Diversity; Student Characteristics; Learner Engagement; Correlation; Curriculum; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Schüler-Lehrer-Beziehung; Korrelation; Curricula; Lehrplan; Rahmenplan; Ausland; Niederlande
Abstract	In any country, there is a group of students who are at risk of dropping out of school without any qualifications. This is detrimental for many of those students, because failure to graduate increases risks of unemployment and societal exclusion. To reduce this risk, specialized curricula aim to prepare these students for their working life by fostering the development of a vocational identity, that is, how they define themselves as workers. As a prerequisite to achieving this goal, students need to attend school and feel engaged with school. The curricula seek ways to stimulate emotional school engagement, taking into account the heterogeneous target group of students they serve. To address potential consequences of individual differences, this questionnaire study (N=996) conducted in the Netherlands explored how various individual characteristics of students in these specialized curricula moderated the relationship between emotional school engagement and vocational identity. Results show that stronger school engagement always coincided with a stronger vocational identity; however, the strength of the relationship varied. Stimulating emotional school engagement was specifically important for the subgroups of students who are young, less agreeable, less motivated, and less resilient. In order to foster the vocational identity of their students, the specialized curricula are recommended to draw nuanced conclusions and formulate refined strategies to effectively respond to the heterogeneous group of students who are at risk of dropping out. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01